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This research essay examined a growing trend in a rural area of the Midwest where PK-12 school districts are partnering with a local university to hire teacher candidates (TCs) as the Teachers of Record (TORs). Many rural school districts are challenged to address the teacher shortage. As a result, many school districts are hiring TCs as the TOR during the TC's student-teaching experience. Due to the limited research on the topic, this paper aimed to determine if appointing the TC as the TOR was perceived as an effective practice. The researchers used three data sources to gauge the perceptions of the TC, the TC's mentor, and the TC's administrator. Specifically, the researchers started with TC interviews. Next surveys were sent to TCs, the TC's mentor, and the TC's administration. Finally, follow-up phone interviews were conducted with randomly selected TCs. Meeting the needs of partnering districts and providing quality placements for TCs engaged in the culminating field experience can be mutually beneficial for teacher candidates, the school district, and the university.

This study investigated the ability of a redesigned teacher preparation program to effectively meet the needs of teacher candidates and partner school districts. The study examined the effects of the redesigned school of education program on perceptions of teacher candidates, administrators, teachers in partner districts, and faculty members. Findings from school-partnership districts and the school of education were explored. The goal was to use best practices to meet the needs of teacher candidates and provide rich theoretical and clinical experiences in diverse school settings. Findings indicated a change in perceptions of teacher candidates in understanding the importance of equity in the teaching process and of the connection between theory presented in the classroom and application in settings of diverse learners. Teachers and principals indicated an appreciation for renewal through the collaborative experience with teacher candidates during field experiences.

This paper examines the impact of diverse clinical field experiences on rural teacher candidates? perceptions of their ability to effectively teach urban, diverse students. The literature framework supporting the study builds on Nieto's description of socially-just pedagogy and responsive approaches to diversity while meeting national education program standards despite declining resources. Researchers gauged candidates?perceptions of the impact of working with students from race, language and class backgrounds different from their own. Findings revealed four significant impacts: increasing capacity to use culturally-relevant practice, boosting ability to differentiate for urban learners?diverse needs, understanding the importance of strong relationships, and raising candidate self-efficacy and desire to teach in diverse schools.