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Productive strategies for evaluating outcomes in teacher licensure programs are becoming increasingly important in the education field. Research data from 492 teacher licensure program completers from 2006-2009 in the School of Education, Colorado State University, Fort Collins, Colorado (USA) was compiled after accreditation by the Colorado Department of Higher Education (CDHE) and the Teacher Education Accreditation Council (TEAC). Three categories including subject matter knowledge, pedagogy, and caring teaching skills were acknowledged in accreditation. An important pedagogy experience for students during the licensure program was teacher work sample methodology. This article discusses teacher work sample methodology, explains the experience of building a teacher work sample (TWS) and presents data regarding students results from TWS rubrics. Findings demonstrate teacher education program effectiveness and highlight the effective use of TWSs to meet accreditation requirements.

In this chapter, the authors discuss clinical practice as a key component to field-based teacher education. Clinical practice constructed within a professional development school (PDS) model is based upon the work of Dewey, Vygotsky, and Goodlad, and provide the basis for this work. Dewey's center of pedagogy and learning through direct experiences, connected with Vygotsky's socially constructed relational imitation experiences linked with common language, juxtaposed to Goodlad's simultaneous renewal of university and PK-12 partnerships all intersect in the work of clinical practice. The authors then present a logic model framework in which to design field-based educator preparation considering the theory and research discussed. The chapter concludes with highlighting practice-based solutions and recommendations through three case studies showcasing implementation of the logic model framework in action.