Enhancing Rural Partnerships Through a Faculty-in-Residence Pilot Initiative

• In Event: Facilitating Professional Growth for Teachers in Professional Development Schools

Abstract

This research focused on the implementation of a faculty-in-residence (FIR) pilot initiative as a way to enhance school-university partnerships between our college and two schools in our rural partner network. Two teacher educators participated as FIR, one in an elementary school; the other in a middle school. This research aligns with NAPDS Essentials (Brindley, Field, & Lessen, 2008) and connects to recommendations from CAEP and AACTE to enhance clinical partnerships. Through an action research framework (Sagor, 2000; Ferrance, 2000), we present the story of the FIR pilot through the themes of relationships, time, and how the FIR were positioned in the unique context of our rural collaborators (Azano & Stewart, 2015; White & Kline, 2012).

Authors

• Amanda Wall, Georgia Southern University

• Michelle Ann Reidel, Georgia Southern University