Purpose : Our physical therapy program has a strong partnership with our primary clinical sites within a major integrated delivery system. This collaboration includes frequent consultation for scheduling, timing and duration of clinical experiences. When our department identified a need to clarify the philosophy and goals of our clinical education program, we determined that clinical faculty should share equally in this task. A core group of clinical instructors were identified to pilot this more formal collaboration between the clinical and academic faculty.Description : A proposal was developed by our academic clinical education team outlining how to implement the collaboration. A job description was developed, and clinical faculty who met the criteria were recruited across the continuum of care. Approval was obtained from our clinical partners to pilot the project and hire the selected clinicians as consultants. At the first meeting the clinical faculty helped identify a philosophy and vision for our clinical education program. The clinical and academic faculty then met bi-monthly with a set agenda to address key needs identified by the clinical faculty. Between formal meetings, the clinical and academic faculty were responsible for completing projects individually and in work groups based on practice setting. The partnership has continued for 4 years since the first pilot group with clinical faculty representing acute care, subacute care, inpatient and outpatient neuro-rehabilitation, orthopedics, and pediatrics.Summary of Use : Through a collaborative effort the clinical faculty group has developed and implemented many changes to clarify the expectations and evaluation of our clinical education program for both the students and the clinical instructors. They include the use of a professional portfolio by all students, clinical performance benchmarks for each clinical rotation, the revision of the clinical evaluation tool, and a clinical education portal to share information online. They have successfully served as a liaison between the academic and clinical site for feedback and training of clinical instructors to institute these new policies. Initial data from student performance assessments indicates that student problems are identified earlier, problems are Òpassed onÓ less often, and the clinical instructor is able to support their ratings based on the clinical benchmarks which provide the CI with objective data.Importance to Members: By involving the clinical faculty directly in the development, implementation, and evaluation of our clinical education program, both the clinical faculty and academic faculty become stakeholders in the studentÕs clinical education outcomes. As our profession looks to change clinical education to meet the changing healthcare environment, we need to be sure all the stakeholders are involved. This collaboration allowed both the academic and clinical faculty to become more aware of the otherÕs perspective in the clinical education process and address these concerns in an ongoing working environment, not just through occasional visits or surveys.