Strengthening Teacher Preparation and Development Through Evolving Partnerships

• In Event: Reforming Teacher Preparation and Accreditation: The Importance of Research-Based Evaluation of Teacher Education

Abstract

Purpose
Education policy and practice has changed dramatically over the past decade. New guidelines and expectations place district-university partnerships at the forefront in creating effective alliances from pre-service to clinical internship through induction, professional development and teacher leadership. The Council for the Accreditation of Education Preparation (CAEP) identified building effective partnerships and strong clinical experiences as critical to transform educator preparation (CAEP, 2013, p.2).

Theoretical Framework
Clifford and Millar (2007) assert there are “few implementation studies that document partnership formation and early development” (p. 13). This descriptive study investigates an evolving school-university collaboration in Southeast Georgia. The ASC Partnership developed as a result of state and national policy changes that affected both the college as well as the partner school district in multiple ways from educator preparation assessments to induction and new certification levels. The objective of this poster is to share “lessons learned” from how research-based evaluation of teacher education and district initiatives can lead to mutually shared goals within a framework of collaboration.
Drawing from the work of Goodlad (1991) and Clifford and Millar (2007), the intent of the ASC Partnership is to draw on the strengths of each collaborator in order to respond to problems, create solutions, and reflect on the nature of program improvement. Goodlad (1991) states: “A school-university partnership represents a planned effort to establish a formal, mutually beneficial inter-institutional relationship” and can be described as finding ways to assist in a shared mission, streamlining and avoiding duplication of responsibilities, and committing to collaboration and trust in the allocation of the endeavor (p.59).

Methods and Data Sources
Multiple methods were included in this study including a document analysis of the history and scope of the partnership and sponsored initiates; and survey data from cooperating teachers, clinical interns, and induction participants and mentors.

Results
Document analyses illustrate how the initial partnership (prior to academic year 2000 - 2004) could be defined as a ‘loosely-coupled network’ (Clifford & Millar, 2007, p.10), identifying general goals for placing interns at specific schools with cooperating teachers. As the partnership changed in relation to authority and trust, the shift of responsibilities and expansion of mutual services to each partner became more apparent which led to more collaboration. To this end, a formal partnership agreement was developed and includes an active Advisory Board composed of members from different levels and functions of each partner (i.e. teachers, coaches, clinical associates, chief academic officers, deans, etc.). The Advisory Board is charged with analyzing data and providing feedback and suggestions for ways to improve the partnership that impacts the preparation of educators, professional development of teachers, and, ultimately, P-12 student learning. As a result, the partnership has positively impacted the educator preparation program curricula and clinical experiences and provided a unified transition for pre-service to in-service teachers.

Significance
The significance of this work is to assist educator preparation programs and districts to create functional and effective partnerships that ensure pedagogical competence and content knowledge at all levels of educator development and student learning growth.

Authors

• Cynthia Bolton, Armstrong Atlantic State University

• Susan L. Cooke, Armstrong Atlantic State University