Juntos nos Apoyamos: Supporting Educators through a Time of Transition in a Professional Development School

• In Event: Embracing Authentic Cariño and Community Cultural Wealth in School-University Partnerships

Abstract

Purpose
The purpose of this paper is to share the journey of classroom teachers and educational leaders while experiencing school closures. As an urban school district conducted a “rightsizing” study regarding declining student enrollment and ultimately decided to close 21 community schools, educators required different types of support to make sense of the restructuring process that entailed. In a Professional Development School (PDS) slated for closure, university faculty provided opportunities for educators to share their fears and hopes as they experienced this process, supported the community as they transitioned to new schools, and documented lessons learned along the way. The research questions that continue to guide this inquiry are: (1) What is the role of university partners in time of transition? and (2) What opportunities does change bring for universities and schools to collaborate in teacher training?

Perspective(s)
Following a Chicana/Latina feminist perspective (Fierros & Delgado Bernal, 2016), this case study describes what happened in an urban PDS when the district where located announced its plan to close schools. It explores how pre and in-service educators, school administrators, and community partners experienced the process and the impact it had on the school community.

Methods & Data sources
We engaged in pláticas with classroom teachers and school administrators. We will share data from these informal conversations, anecdotal notes, and the reflections of university faculty who were participant observers. Artifacts that document the school community’s progression through times of transition will also be presented.

Results & Conclusions
Findings highlight the importance of collaboration among different stakeholders and the on-going learning that results from university and school partnerships. This study indicates that university partners contribute to the creation of a safe, inclusive culture and play an important role in the support of teachers, students, and families through times of loss and trauma. When educators are treated con cariño y respeto, challenges become opportunities to further develop communities where everyone learns from and with each other.

Scholarly Significance
In conducting this study, we continue to learn about professional development schools (Castle, Fox, & Souder, 2006; Teitel, 2004) and the role that university partners can play in public school settings in times of transition. Our study contributes to an increased understanding of how university partners can show up in authentic caring ways for educators and support them in drawing on communities’ cultural wealth in new school contexts.

Authors

• Angela Breidenstein, Trinity University

• Rocio Delgado, Trinity University