| Summary: | This essay argues that robust fulfillment of the university clinical supervisor’s role is essential to realizing the promise of clinically-based teacher education. To that end, I present a model for clinically-based supervision. The model captures the complex relationships among clinical supervisor, teacher candidate, and the content of P-12 teaching, overlaid with clinically-based routines that give shape to those relationships, and situated within the multiple environments that both constrain and facilitate the supervisor’s work. This model can help the field to: focus on the goal of teacher candidates’ learning to see, navigate, and work constructively within P-12 teaching; examine the shape and effectiveness of routines for clinically-based supervision and how they function in teacher candidates’ learning trajectories; and understand how to better equip and support supervisors working within clinically-based environments.
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