This qualitative case study explored a community–university partnership for teacher preparation with an urban Indigenous community organization. The study examined the roles of Indigenous community partners as co-teacher educators working to better prepare teachers for the needs of urban Indigenous children and communities. The author collected data through focus groups with Indigenous participants before and after engagement with the partnership, direct observations of partnership activities where Indigenous participants interacted with teacher candidates and university faculty, and offered individual interviews for all participants. Indigenous Postcolonial Theory (IPT) guided this research and offered a lens to examine the perspectives of urban Indigenous community members engaged as co-teacher educators in field-based teacher preparation. This study held implications for continued development of Indigenous community–university partnerships and furthering the role of community leaders in teacher preparation to advance efforts of Indigenous postcolonialism through self-education.

Video-based peer coaching and tiered supports were used to promote pre-service teachers' developmentally appropriate adult-child interactions during a semester-long learning module focusing on education, care, and early intervention for infants and toddlers. Undergraduate majors (n = 19) in their second year of an early childhood teacher education program were enrolled in a field-based birth-to-three experience. The module under study took place during one of eight semesters of guided field based apprenticeship, with classroom teachers and early childhood faculty providing constant direct supervision and field-based instruction. Faculty collaborated with Early Head Start teachers to implement a system of tiered supports including universal, targeted, and intensive strategies and interventions derived from principles of multitiered systems of support; video-based peer coaching served as a support at each level of this framework. The field-based module took place in Early Head Start classrooms, where candidates were assessed weekly on developmentally appropriate practice using the CLASS (LaParo et al. in Classroom Assessment Scoring System (CLASS) manual, toddler. Paul H. Brookes, Baltimore, 2012). Peer coaching groups provided weekly feedback on uploaded video clips of student-led classroom activities. These supports positively influenced undergraduates' interaction behaviors; interviews revealed dimensions of their personal and professional growth. Implications for teacher preparation and further research are discussed.

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