Purpose : The purpose of this presentation is to introduce a model for the organization of a clinical education program at a large multi-site academic medical center, including established roles and responsibilities of clinicians, administrators, and administrative support staff. The role of participation in clinical education as criteria for staff promotion and how it relates to the clinical ladder at the facility will also be discussed.Description : The team at Rusk Rehabilitation has developed a culture and structure that supports clinical education and facilitates the development of experienced clinical educators. Practicing clinicians at all levels participate in the clinical education program, and their roles and responsibilities in clinical education are adjusted based on the scope of their role within their assigned practice setting, as well as their experience as clinical teachers. The ability to both ensure consistency across multiple practice sites and clinical settings, and provide mentorship to novice clinical instructors is accomplished through the use of formal and informal teaching sessions and senior clinical instructors. Senior clinical instructors not only meet with students on a weekly basis to ensure that progress towards goals established for the clinical education experience is occurring, but also meet with clinical instructors to facilitate their growth as clinical teachers. The facility benefits from employing this model because participation in clinical education by senior clinical instructors assists these more experienced clinicians with developing the skills necessary to lead others, which has often assisted with their own upward mobility and professional growth. Finally, the reporting structure, including the table of organization for the clinical education program, as well as examples of issues encountered in clinical education will be shared and discussed.Summary of Use : Rusk Rehabilitation has established a structure for the physical therapy clinical education program that has proven successful at many levels, benefitting not only the students and staff who participate in it, but also the facility and the physical therapy department as a whole. Members will be able to adapt this model to suit the needs of their own individual facility.Importance to Members: Literature suggests that there is variability and inconsistency in the quality of clinical education experiences students encounter. The physical therapy students of today are our professionÕs most valuable resource, because they are our professionÕs future. Sharing successful models for implementing clinical education may have a positive effect on the quality of developing clinical education programs at the facility level, and may ultimately result in additional placements for clinical education experiences for physical therapy students.