Exploring Perspectives Across Multiple Partnership Schools: One University's Work to Design Mutually Beneficial Partnerships

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

Abstract

Considering Butcher et al.’s (2011) call to create more transformational school-university partnerships that are collaborative and mutually beneficial, the purpose of this study was to document classroom teachers’ perceptions of their partnership with a large, research intensive university. Utilizing survey methodology, 156 teachers across four partnership schools described their understanding of the relationship and perception of benefits to their school. Overwhelmingly, participants recognized the partnership as beneficial but described the relationship as transactional. Findings suggest that both partners receive benefits, but efforts to effect change through shared goals and collaboration are not a primary focus. Transactional partnerships provide short term benefits while transformational partnerships provide structure for sustainability and impact needed to support the work of a mutually beneficial partnership.

Authors

• Penny B. Howell, University of Louisville

• Sherri Brown, University of Louisville

• Tasha Marie Tropp Laman, University of Louisville

• Jennifer M. Bay-Williams, University of Louisville

• John Finch, University of Louisville

• Alice Gnau, Westport Middle School