This autoethnographic study explores our work as four elementary teacher educators-supervisors as we navigate constraints and leverage anti-oppressive pedagogies to deepen critical mentorship practices within our university supervisor program.
The Touro GSE Office of Clinical Practice began a comprehensive review of data collected from school leaders, cooperating teachers, clinical supervisors, and teacher candidates. The findings sparked a reimagined clinical practice based on a performance-based model emphasizing the ability to teach, respond to diverse student needs, and positively impact learning outcomes.
