This report presents the eight papers and abstracted proceedings of a conference of 30 educators who met to explore the nature, role, and implications of the clinical professorship in innovative programs of undergraduate teacher education. The first three papers, by Lindley J. Stiles, Robert Maidment, and Lloyd S. Michael, deal with the functions and responsibilities of both the clinical professor and the public schools under the Northwestern plan. Roland H. Nelson, Jr., explores the role dilemmas facing clinical professors. Richard E. Collier and James F. Collins present cooperative plans developed by the University of Maryland and the Montgomery County, Md., public schools. Arthur S. Bolster, Jr., a clinical professor in a dual assignment with Harvard University and the Newton, Mass., schools, explores the institutional and professional stresses facing the clinical professor, and John A. Granito explores the new role as it relates to one of omnipresent state departments of education. The final two papers place the clinical professorship in its historical and operational context. William R. Hazard summarizes the interdisciplinary planning, development, and operation of the program at Northwestern, and James B. Conant reviews the historical evolution and development of the clinical professorship. Reactions to and discussions of the papers (following each presentation) were edited to convey the essence of the conference proceedings. (Author/JS)