Exploring the Impact of School-University Collaborative Partnership Through a Faculty-in-Residence Program

• In Event: 61.058 - Recommendations for Professional Development Schools Related to Preservice Teachers, Teacher Roles, and the Partnership

Abstract

This paper describes a faculty-in-residence experience embedded within a school-university partnership at a middle school in the Southeastern United States. We use qualitative case study methodology and draw on the framework of Practice-based Professional Development (PBPD) to theorize our work and analyze data, explaining the importance of teachers shifting from traditional PD to authentic opportunities to receive purposeful PD. Primary data sources for the case presented included pre-post questionnaires, observation and reflective logs. Results suggest the case(s) tightly aligned with the PBPD Model. The research extends what we know about the value of school-university partnerships to benefit both parties and it offers implications for school and universities to support new instructional approaches aimed at offering just-in-time, onsite, and contextualized PD.

Authors

• Danielle Christine Herro, Clemson University

• Shanna E Hirsch, Clemson University

• Cassie Fay Quigley, University of Pittsburgh