Simultaneous Renewal Through Professional Development School Partnerships

Shroyer, Gail; Yahnke, Sally; Bennett, Andrew; Dunn, Cindi

doi:10.3200/joer.100.4.211-225

Cited by 26 publications

(10 citation statements)

References 8 publications

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“…In other words, participants have aimed to establish and maintain healthy relationships and involve all stakeholders in decision-making processes, ranging from early conceptualization of the partnership to subsequent collaborative reconstruction and simultaneous renewal initiatives (Shroyer, Yahnke, Bennett, & Dunn, 2007). While these efforts have consistently supported a culture of collaboration and collegiality, it is only natural that PDS participants, too, have experienced both trials and triumphs along the way.…”

Section: Resultsmentioning

confidence: 99%

Educational Considerations, vol. 42(1) Full Issue

Yahnke¹,

Shroyer²

2014

Educational Considerations

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Section: Resultsmentioning

confidence: 99%

Educational Considerations, vol. 42(1) Full Issue

Yahnke¹,

Shroyer²

2014

Educational Considerations

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“…Universities must not be viewed as the sole owners of content and pedagogical knowledge. Simultaneous renewal has demonstrated effectiveness in enhancing collaborative relationships within K-12 settings (Shroyer, Yahnke, Bennett, & Dunn, 2007;Williams & Shaw, 2003) and content-specific environments such as math education (Bay- Williams, Scott, & Hancock, 2007). Whereas there is a dearth of literature applying Goodlad's (1993) theory of simultaneous renewal to early childhood teacher preparation, the emphasis on reciprocity and partnership is well suited for the field of inclusive early childhood teacher education.…”

Section: Simultaneous Renewalmentioning

confidence: 99%

Simultaneous Renewal: An Inclusive Approach to Collaboration and Teaming

Newton¹,

Ottley²,

Coogle³

et al. 2019

Collaborations: A Journal of Community-Based Research and Practice

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Collaboration goes beyond direct service provision. It is critical for effective personnel preparation and professional development as well as high-quality program implementation to close the gap between research and practice in early childhood contexts. Simultaneous renewal provides a framework for continuity from teacher preparation, inclusive teaching practices, and professional development to engage all stakeholders in teaming processes that promote child outcomes and improve teacher practice simultaneously.Outside, it is a cool and rainy spring day at Hillside Elementary School. Yet, inside, the atmosphere is warm and bright, with a hum of activity in the air. Down the corridor, one can hear engaging dialogue. An inclusive early childhood teacher, a mother, a teacher candidate, an early intervention provider, and a speech-language pathologist meet to develop support materials for a three-year-old preschool student who will be transitioning from home-based early intervention services to school-based educational services. Throughout the school, similar teaming and collaboration efforts are occurring between members of higher education and communitybased partners. Inclusive early childhood teacher candidates work in collaboration with all learners, inclusive classroom teachers, related service providers, and families. Teaching and learning partners include: university education faculty, professional interns, district and partner schools, teachers, education professionals, community members, and students' families. This collaborative partnership model developed due to the unmet needs on the parts of individual stakeholders. Specifically, the district and school staff needed support for the implementation of meaningful inclusive practices. The teacher preparation faculty were in need of high-quality inclusive teaching models, inclusive mentor teachers, and school partnerships. This hypothetical partnership will evolve and thrive through consistent two-way communication and the formation of mutual trust and respect.Although this specific vignette is fictional, the collaborative model, known as teaming, described happens in schools every day. Teaming is a byproduct of the increase in the number of children with and without disabilities learning together and demonstrates progress toward inclusive practices (

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“…Representatives from universities, foundations (e.g., The Holmes Partnership), and the surrounding community affect local school culture and the professional learning of teachers. Practitioners who enter into a school-university partnership are expected to work with school and university faculties; be knowledgeable of the requirements of the school, district, and university; understand the motives and research agendas of all parties involved; provide time for teachers to collaborate; and address areas of potential conflict (Moyer et al, 2006;Shroyer et al, 2007).…”

Section: Frame 2: Organization and The Learning Communitymentioning

confidence: 99%

A View of Professional Learning Communities Through Three Frames: Leadership, organization, and culture

Mullen

Schunk

2011

mje

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In this discussion of professional learning communities (PLCs) in North American public schools, we examine three theoretical frames – leadership, organization, and culture. Issues related to learning are infused throughout our presentation of the frames. Based on our analysis of the current literature on this topic, PLCs offer a promising tool for system-wide change and collaborative mentorship in public schools. Implications for collaborative mentorship within PLCs are uncovered in relation to the professional learning of teachers and leaders and their community development. We dovetail the literature on learning, learning communities, and mentoring in order to identify such expanded possibilities for school teams that are supported by practical examples of change.

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Simultaneous Renewal Through Professional Development School Partnerships

Cited by 26 publications

References 8 publications

Educational Considerations, vol. 42(1) Full Issue

Educational Considerations, vol. 42(1) Full Issue

Simultaneous Renewal: An Inclusive Approach to Collaboration and Teaming

A View of Professional Learning Communities Through Three Frames: Leadership, organization, and culture

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