Teacher preparation programs on a national level have been called to change, focusing on clinical practice as a primary focus of teacher education rather than course work. Concurrently, performance based assessment is becoming the tool to measure candidate capacity to plan and instruct. This study highlights one teacher education program and the Pre-Service Co-Teaching Model (PSCT), which utilizes instruction in co-teaching models, co-teaching internships, and instructional coaching as a means for teacher development. Forty-three pairs of co-teachers and 14 coaches participated in this study. Each coach, collaborating teacher, and teacher candidate participated in professional development to better understand co-teaching models, as well as coaching techniques. Each co-teaching pair had a coach to observe and debrief the implementation of co-teaching models in classrooms for the purpose of planning, assessment, and instruction. Goal setting, conference notes, coaching reflections, as well as focus group interviews served as data. Analysis indicated that co-teaching strategies from the professional development were used primarily to facilitate differentiated instruction as well as classroom management. Analysis also indicated that coaches had a tendency to be more prescriptive regarding classroom management and have a more open-ended conversation when the focus was on differentiated instruction.

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Science is creative. Write it big, shout it loud, because the message is not getting through. (Howe, 2004, p.14) The American educational system has experienced a recent and increased focus on Science, Technology, Engineering, and Mathematics (STEM), and researchers and practitioners have argued for equal emphasis on the arts as well. According to Hartle and colleagues, incorporating the arts into learning is considered important and useful for four basic reasons (Hartle, Pinciotti, & Gorton, 2015). First, all cultures demonstrate some sort of need for aesthetic beauty and harmony, making the arts culturally universal. Second, we process sensory information through the arts, which embodies the arts into a system of learning. A third reason is that in our 21 st century multicultural world, the arts provide a language that everyone understands without need for translation. Finally, the arts "provide a natural, and intrinsically motivating medium for children to work 'in advance of themselves' to demonstrate a capacity to work 'as if' they are painters, scientists, presidents, or rock stars" (p. 294). The importance of an increased emphasis on the arts has led to broadening STEM to include the arts. The term STEAM (Science, Technology, Engineering, Arts, and Mathematics) was introduced by Yakman, who realized that, "We live in a world where you can't understand science without technology, which couches most of if its research and development in engineering, which you can't create without an understanding of the arts and mathematics" (2012, p.15). The ability of art to inspire creativity in scientific thinking, educate young learners in a holistic manner, and offer another pathway for making and communicating meaning provide important reasons for integrating the arts into science learning. Arts Integration Defined The incorporation of the arts into teaching and learning is called arts integration (AI). The arts include both visual arts (paintings, sculptures) and performing arts (music, dance, drama). Science and art can be seen as opposites, but these two subjects also share commonalities. For instance, Journal of Science Education, and Research in Science Education. Finally, the authors used a snowballing approach to gather articles that were cited by authors of articles already included in the literature review. A total of 11 additional articles resulted from this second phase of the search process, yielding a total of 65 articles for inclusion in the review. All journals and the number of articles found in each journal are listed in Table 1.

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As teacher educators in the United States, our capacity to prepare competent P-12 educators who are ready to meet the challenges of 21st century schooling has been called into question (Darling-Hammond, 2006). Low student achievement and high teacher attrition rates have resulted in a national call to prepare prospective and practicing teachers with the knowledge, skills, and dispositions to collaborate with colleagues and to provide an equitable and quality education for all students, particularly those from diverse backgrounds (Darling-Hammond, 2010). For example, the NCATE Blue Ribbon Panel on Clinical Preparation and Partnerships for Improved Student Learning (2010) recommends the transformation of clinical practice in order to better prepare prospective and practicing teacher with programs that create opportunities: (a) for partnerships with schools to advance shared responsibility for teacher preparation; (b) for prospective teachers to learn by doing; (c) for transforming curriculum, pedagogy, structure and delivery; and (d) to ensure prospective teachers will know how to collaborate with colleagues.