a clear vision of good teaching that is apparent in allcoursework and clinical experiences;
curriculum grounded in substantial knowledge of child andadolescent development, learning theory, cognition,motivation, and subject matter pedagogy, taught in thecontext of practice;
extended clinical experiences (at least 30 weeks) which arecarefully chosen to support the ideas and practices presentedin simultaneous, closely interwoven coursework;
well-defined standards of practice and performance that areused to guide and evaluate coursework and clinical work;
strong relationships, common knowledge, and shared beliefsamong school- and university-based faculty,
extensive use of case study methods, teacher research,performance assessment, and portfolio evaluation to ensurethat learning is applied to real problems of service (Darling-Hammond, 1997, p. 30).