Rethinking School-University Partnerships
A New Way Forward
Prentice T. Chandler, Austin Peay State University
Lisa Barron, Austin Peay State University
Rethinking School-University Partnerships: A New Way Forward provides educational leaders in K-12 schools and colleges of education with insight, advice, and direction into the task of creating partnerships. In current times, colleges of education and local school districts need each other like never before. School districts struggle with pipeline, recruitment, and retention issues. Colleges of education face declining enrollment and a shifting educational landscape that fundamentally changes the way that teachers are trained and what local school districts expect their teachers to be able to do. It is with these overlapping constraints and converging interests that partnerships emerge as a foundational strategy for strengthening the education of our teachers.
With nearly 80 contributors from 16 states (and Jamaica) representing 39 educational institutions, the partnerships described in this book are different from the ways in which colleges of education and school districts have traditionally worked with one another. In the past, these loose relationships centered primarily on student teaching and/or field experience placements. In this arrangement, the relationship was directed towards ensuring that the local schools were amenable to hosting students from the college of education so that the student/candidate could complete the requirements to earn a teaching license. In our view, this paradigm needs to be enlarged and shifted.
Foreword, Susan P. Jones. Partnership Work Towards Common Goals, Prentice T. Chandler and Lisa Barron. Transforming Teacher Education Through Effective Partnerships, Prentice T. Chandler and Lisa Barron. Partnerships as Innovative Practices in Teacher Education, Lisa Barron and Prentice T. Chandler. Triad: A Non-Profit Partnership Between a University and School District, Tiffany Dolder-Holland. Academy for Teachers: A Win/Win Collaboration for Preparing Future Teachers, Karin Keith, Pam Evanshen, and Stacy Edwards. Partnership for Educating the Head, Heart, and Hands: Field Experience Goes Beyond Teaching Strategies, Chang Pu and Ric Murry. Christ the Servant Teaching Corps (CTSTC): A Transformative Partnership for Teacher Candidates and K-5 Students, Betty M. Marko, Lewis F. Gaetano, and Jean DeFazio. Expanding the Continuum of School-University Partnerships: An Innovative Induction Model, Bryan S. Zugelder, Mark Meacham, Ashley Norris, Karen Granger, and Misty Hathcock. Recruitment Programs and Partnerships to Grow Your Own Teachers, Judi H. Wilson and Sandra Carraway. Professional Pathways: Redefining School and University Partnerships, Kathleen Puckett, Jessica DeBiase, William Butler, and Brent Maddin. Project PACE: Blurring the Lines Between Teacher Preparation and Induction, Martinette Horner, Jocelyn Glazier, Kristin Papoi, Diana Lys, Jennifer Petty, and Christine Joyce. The Tale of a Two-School Partnership: Collaboration between Rural Schools and a Teacher Education Program, Kimberly Bohannon. Sustainable, Mutually Beneficial, and Place-Based: Building and Maintaining a Dynamic School-University Partnership, Charles Tocci, Jon Schmidt, and Michael Cullinane. How Do We Tell the Story? Centering Community Accountability in the Design and Evaluation of Professional Development, Leah Panther, Robbie Barber, and Amanda Xiques. New Century, New Partnership: Working Together for Learners, Cathy D. Moore, Tiffany S. Coleman, Katharine Page, Amy C. Farah, Yvonne Hefner, Sid Camp, and Patrice Pendergast. Partnering for Change: Intentional Collaboration in a Field-based Course to Meet Rising Challenges, Kristin N. Rainville and Sarhanna K. Smith. The Case for PDS as an Exemplary Model of School-University Partnerships, Robin D. Johnson, Seth A. Parsons, Audra Parker, Kristien Zenkov, Danielle V. Dennis, Pixita del Prado Hill, and Keli Garas-York. Substitutes with a Purpose: Developing Sustainable, Clinically-Rich Partnerships to Meet Critical Needs, Loretta Mason-Williams, Andrea Decker, Kerri Bullock, and Jason R. Van Fossen. Rethinking Equity and Teacher Diversity in the Teacher Pipeline as School-University Partnership Work for the 21st Century, Morgan Z. Faison and Lawrence Harris. Increasing Inclusiveness through Collaborative Partnerships, Lori Allen and Laura Barnett. Creating an Even-Playing Field: One Model for a Sustainable and Replicable School-University Partnership, Traci Almeida and Maureen P. Hall. University-School Partnerships: Realities and Possibilities in the Jamaican Experience, Ann-Marie Wilmot. Teacher Candidates and 7th Grade Students Experience: The Realities of Teaching and Learning in a Summer Field Experience, Amanda Branscombe, Leigh Hester, Prentice T. Chandler, and William McRae. The Shared Responsibility of a School-University Partnership, Tammy Joy Burnham and Mary Slade. Aspiring School Leaders Mentoring Alternative Licensure Teachers: Strengthening Teachers, Leaders, and Partnerships, Barry Kamrath. A “Lived-in Model” to Preparing Teachers, Alfred Daviso, Brad M. Maguth, and Natalija Buchwald. Developing Practice-Based Opportunities through Effective School-University Partnerships: A National Perspective and Examples of High-Leverage Practices in Action, Catherine Richards-Tutor, Brian Barber, Amber Benedict, Mary Brownell, Lorena Martinez-Vargas, and Justin Gates. Shifting Paradigms: Enriching Early Field Experiences for Preservice Teachers Through Creative School Partnerships, Erin O’Neil, Tanya Sturtz, and Darrell Hucks. Community Learning Exchange: Uniting Urban Communities, Amanda Wilkerson, Zoé Colón, Sheila Moore, and Wendy Ivory. About the Editors. About the Contributors.
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