School-University Partnerships and Partner Schools

Abstract

Currently, there are few teacher education settings in the United States where discussion of program improvement does not include reference to professional development schools. However, the discussants differ in their understandings of what they are talking about. The range is wide: from schools where future teachers hone the final stages of their preparation to centers where experienced teachers come together for in-service education. This article is about the former: schools in which school and university personnel join in renewing schools where a significant part of the preservice teacher education program is carried out jointly. The necessary joining of K-12 and university cultures brings with it virtually every problem documented in the literature of educational change. Yet it is a long-overdue effort that is here to stay. There is likely to be no turning back as what is now more talk than action becomes a common feature of the teacher education enterprise.

Building Bridges for School Improvement A Model for Sustainable University-School Partnerships

“…At the core of this symbiosis was the concept of partner school; a school in which school-based and university-based individuals come together for the simultaneous renewal of both school and the education of educators [9].…”

“…His comment that the "hard rock issues that must be addressed in the simultaneous renewal of schools and the education of educators", made twenty years ago, speaks to the persisting challenges of making such partnerships sustainable [9]. For Goodlad, elements of an effective partnership model must include the creation of exemplary school sites, the creation of internships and residencies through which future educators may observe and gain experience with the best possible educational practices, the development of curricula that best reflect the best analyses and projection of what young people need, the assurance of equal access by all students to these curricula, the cultivation of site-based development activities designed to foster continual school renewal, and the continuous infusion of knowledge relative to good education in schools and in programs preparing educators.…”

Staff-wide Mentoring of Pre-service Teachers: Benefits and Barriers

“…• study how to work with each other (Ross et al, 1999); • create guidelines to help teacher and teacher educators move closer to targets; • address change in small steps (Gersten, Vaughan, Deshler, & Schiller, 1997); and • reorganize structures and provide time for such activities (Goodlad, 1993).…”

“…As noted in the PDS and partnership research, this collaboration enhanced the professional growth of novice teachers (Goodlad, 1993;Holmes Group, 1990;Watson & Fullan, 1992). They displayed competent teaching skills, useful unit-plan construction, extracurricular leadership, and success in all aspects of their full-time teaching (2 weeks).…”

“…They believed that school/university partnerships would bridge the gap between university theory and school practice. Collaboration supporters (Goodlad, 1993;Liberman & Miller, 1990;Teitel, 1997;Watson & Fullan, 1992) suggested that these partnerships were vital to school improvement, initial teacher preparation, and teacher professional development because they provided opportunities for applying and conducting educational research in an appropriate context. Others noted that the partnerships promoted teacher professionalism, development of mentor teachers (Harriman, 1998), and staff collegiality (Richardson, 1998).…”