Faculty Profiles

Dr. Rebecca Burns

Dr. Rebecca Burns, Ph.D., associate Professor

Burns Headshot

Email: rebeccaburns@usf.edu
Phone: (813) 974-7078

Dr. Rebecca West Burns is an Associate Professor in the Department of Teaching and Learning at the University of South Florida. Her research and scholarship lie at the intersection of supervision, clinically rich teacher education, and school-university partnerships. In particular, her research examines the clinical pedagogy used in clinical experiences, the hybrid roles needed to enact clinically based teacher education in school-university partnerships, and how supervision in school-university partnerships can develop teacher leadership capacity to renew schools and colleges of education.

Currently she coordinates the Teacher Leadership Graduate Certificate and has co-created the Mort Teacher Leader Academy, a unique clinically centered program designed to develop teacher leaders for urban schools. Her work has been published in peer-refereed journals such as Action in Teacher Education, Phi Delta Kappa, the Peabody Journal of Education, School-University Partnerships, Teacher Education and Practice, and the Teacher Educator.

Her most recent awards include the 2016 USF Community Engaged Scholar Award, the 2013 Penn State University Alumni Association Early Career Achievement Award, the 2012 American Education Research Association Professional Development School Special Interest Group Dissertation Scholar, the 2011 Phi Delta Kappa Andrew K. Kozak Fellowship Award for research, leadership, and service, and the 2010 Arthur Blumberg Scholar Award. 

Dr. Burns is a nationally recognized scholar serving in leadership roles as an elected member of the Board of Directors for the National Association for Professional Development Schools, Chair of the American Education Research Association Professional Development School Research Special Interest Group, and Co-Chair for the Council of Professors of Instructional Supervision Membership Committee. Currently, she serves as the Policy and External Relations Committee Chair for the National Association for Professional Development Schools where she co-convenes a Joint Task Force between the Association of Teacher Educators and the National Association for Professional Development Schools. 

Recent Publications:

  • Burns, R. W., Johnson, W. W. III,+ & Hardin-Roberts, S.* (2017). The Mort Teacher Leader Academy: Developing teacher leaders for urban schools together. In D. Yendol-Hoppey, D. A. Shanley, D. C. Delane, & D. Hoppey (Eds.), Working together: Enhancing urban educator quality through school-university partnerships (pp. 129–148). Charlotte, NC: Information Age Publishing.
  • Burns, R. W., & Baker, W. *+ (2016). The boundary-spanner in professional development schools: In search of common nomenclature. School-University Partnerships, 9(2), 28-39.
  • Burns, R. W., Jacobs, J., & Yendol-Hoppey, D. (2016). The changing nature of the role of the university supervisor and the function of preservice teacher supervision in an era of increased school-university collaboration. Action in Teacher Education, 38(4), 410-425. DOI: 10.1080/01626620.2016.1226203.
  • Burns, R. W., Jacobs, J., Baker, W.,*+ & Donahue, D.*+ (2016). Making muffins: Identifying core ingredients of school-university partnerships. School-University Partnerships, 9(3), 81-95.
  • Burns, R. W., Jacobs, J., & Yendol-Hoppey, D. (2016). Preservice teacher supervision within field experiences in a decade of reform: A comprehensive meta-analysis of the empirical literature from 2001-2013. Teacher Education and Practice, 29(1), 46-75.
  • Burns, R. W. & Badiali, B. (2016). Framing conceptual, procedural, and emotional support for supervisors. Teacher Education and Practice, 29(2), 397-421.
    Burns, R. W., & Badiali, B. (2016). Unearthing the complexities of clinical pedagogy in supervision: Identifying pedagogical skills of supervisors. Action in Teacher Education, 38(2), 156-174. doi:10.1080/01626620.2016.1155097
  • Burns, R. W., & Badiali, B. (2015). When supervision is conflated with evaluation: Teacher candidates’ perceptions of their novice supervisor. Action in Teacher Education, 37(4), 418-437. DOI: 10.1080/01626620.2015.1078757
  • Burns, R. W., Yendol-Hoppey, D., & Jacobs, J. (2015). High quality teaching requires collaboration: How partnerships can create a true continuum of professional learning for educators. The Educational Forum: A Publication of Kappa Delta Pi, 79(1), 53-67. doi: 10.1080/00131725.2014.971990.
  • Burns, R. W. & Yendol-Hoppey, D. (2015). Supervision in the context of professional development schools and partnerships. In S. Zepeda & J. Glanz (Eds), Re-examining supervision: Theory and practice, (pp. 97-128). New York, NY: Rowman & Littlefield.
  • Burns, R. W. & Badiali, B. (2013). Preparing teacher educators in the professional development school context. In J. Perry & D. L. Carlson (Eds.), In their own words: A journey to the stewardship of the practice in education, (pp. 41-58). Charlotte, NC: Information Age Publishing.