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Exploring clinical, on‐site supervision in a school‐university partnership

Abstract Alternative models for student intern supervision in education have arisen over the past two decades. New models that envision teachers providing the kind of supervisory leadership necessary for strengthening teaching and programs for beginning teachers are taking hold and working. This article describes and interprets a set of clinical supervisory practices that were used with preservice teachers engaged in a semester‐long internship at a professional development school under one such supervision model. The authors use a narrative framework to present a sense of the setting, the supervision model, and some of the successes and concerns that have emerged as a result of two years of ongoing assessment.