School–University Partnerships and Improving Teacher Quality Grants: What Have We Learned

• In Event: 66.080 - Roundtable Session 26
  In Roundtable Session: 66.080-18 - Progress in Professional Development for Teachers

Abstract

The purpose of this paper is to affirm a compelling social justice interest in school-university partnerships in a reconceived P20 educational system with enhanced educational standards and promising new collaborative professional learning approaches. Both school and university partners potentially benefit as they form a P20 educational system. Since 2004, Improving Teacher Quality (ITQ) State Grants have supported professional learning partnerships. Under accountability mandates and “market forces,” commercial interests are assuming an increasing role, jeopardizing existing partnerships and eroding gains made through ITQ. This study finds that there are sustainable successes from ITQ that could be used to support educational renewal and its social justice imperative, but asks questions about how partnerships can be sustained in the current neoliberal policy environment.

Author

• Dianne C. Renn, Illinois State University