This study addresses the urgent need for change in clinical experiences that better prepare teacher candidates to negotiate the changing landscape of educational and accreditation policies and practices affecting P-12 classrooms. Specifically, the article examines the impact of a comprehensive 4-year initiative to transform traditional student teaching into yearlong, cotaught clinical experiences in a large state university that prepares approximately 1,000 prospective teachers each year in one of 22 initial certification programs. To document the effectiveness of the new practices, school–university researchers used a variety of mixed methodologies in a number of small studies. Although the overall findings are preliminary, they are being effectively used to identify promising practices and to inform future developments.
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