Changing the Way We Do Our Business: One Department's Story of Collaboration with Public Schools

Abstract

In this article we describe the efforts of one university's department of special education to respond to the major changes occurring in public education. The structural changes and philosophical redirections of public education policy, together with the basic changes in the demographic characteristics of students, have created a context in which the fundamental assumptions and the professional practices of special education are being reconsidered. The restructuring movement in education and the inclusion movement in special education affect every aspect of education and schooling, including teacher education. The perspective and activities described in this article tell a story of a department that has changed its approach to educating special education teachers by making a total commitment to align its work with public schools in developing a network of Professional Development Schools to reflect a collaborative model of training and research.

The Quest for Teachers: On Reviewing A Decade of Reform Efforts

“…The literature described commitment to change as paramount to successful reform in teacher education (Anderson, 1992;Buck, Morsink, Griffin, Hines, & Lenk, 1992;Epanchin & Wooley-Brown, 1993;Holmes Group, 1990;Kemple et al, 1994;Landers & Weaver, 1991;Lowenbraun, 1990;Paul et al, 1993;Paul et al, 1995;Pugach, 1992;Rosselli et al, 1993;Simpson et al, 1993). Commitment involved (a) new or renewed relationships between schools and universities, (b) novel associations between special and general teacher education programs, and (c) reinvented organizational structures within teacher education programs.…”

“…Collaboration also defined on-going communication at organizational and personal levels (Bradley & West, 1994;Epanchin & Wooley-Brown, 1993;Goodlad, 1990;Kemple et al, 1994;Lilly, 1989;Paul et al, 1993;Rosselli et al, 1993;Stainback & Stainback, 1987). For example, Lilly asserted reform in teacher education would create organizational structures in which communication between disciplines, particularly special and general education, was necessary.…”

“…Collaborative relationships between schools and universities and those between special and general teacher education were most often recommended (Anderson, 1992;Epanchin & WooleyBrown, 1993;Holmes Group, 1990;Kemple et al, 1994;Lilly, 1989;Neufeld & Haavind, 1988;Nystrand, 1991;Paul et al, 1993;Paul et al, 1995;Pugach, 1992;Rosselli et al, 1993;Stainback Stainback, 1987). The professional development school, because of its collaborative structure, was often cited as the culture in which innovations in teacher education could flourish (Epanchin & Wooley-Brown; Holmes Group; Paul et al, 1993;Paul et al, 1995; Pugach). For example, Epanchin and WooleyBrown discussed collaboration between professional development schools and universities as an agenda that built trust and empathy.…”

“…Goodlad also referred to commitment from the university to value teacher education and provide rewards for faculty geared to the nature of the field. Other references to commitment included: (a) commitment to teacher preparation through university faculty's modeling good teaching and conceptualizing together the meaning of professionalism in teaching, (b) commitment to school-university partnerships to develop course work reflective of the working culture of the public schools, and (c) commitment from the university to reallocate university faculty time, i.e., a commitment to service and teaching as important (Anderson, Buck et al; Epanchin & Wooley-Brown; Holmes Group, 1990;Kemple et al;Landers & Weaver;Lowenbraun;Paul et al, 1993;Pugach;Simpson et al).…”

“…Commitment involved (a) new or renewed relationships between schools and universities, (b) novel associations between special and general teacher education programs, and (c) reinvented organizational structures within teacher education programs. For example, Paul, Duchnowski, Danforth (1993) discussed the need for new structures and commitments between schools and universities, chiefly, schooluniversity partnerships that involved higher education faculty working within the culture of the school. Simpson, Whelan, and Zabel used the term commitment to describe needed changes in teacher education; notably, they stated that reformation of teacher education must involve &dquo;a recognition of needed changes and a commitment to change&dquo; (p. 7).…”