Partnership Definitions

Activities associated with partnerships are wide ranging in diversity and scope. The basic tenet of school-university work is that clinical settings for teacher education should serve as places where prospective teachers learn best practice. The focus of a partnership may be the K-12 curriculum, preservice teacher education, inservice teacher education, field-based research, or a combination of these. A partnership provides the vehicle for schools and universities to restructure inservice and/or preservice education, K-12 curriculum, school and university course delivery, and research and evolution of curricular projects or school activities as a whole. Each partnership emerges in different ways and focuses on different aspects of teacher education. As a result, the school-university partnerships are unique, sharing common goals of improving teaching and learning in both the schools and colleges. Schools that share the mission and goals of partnership schools are known by various names, including:

• Professional Development Schools (Holmes Group)
• Professional Practice Schools (American Federation of Teachers)
• Clinical Schools (Carnegie Report)
• Partner Schools (National Network for Educational Renewal)

Common goals of model programs include:

• Maximizing student performance and achievement
• Preparation of new teachers and other school-based educators
• Professional development of beginning and experienced teachers and other school-based educators
• Applied inquiry designed to improve practice

Common commitments & characteristics of partnerships include:

• Equity in policy and practice
• Parity among collaborating partners, which may include one or more schools and school districts, one or more colleges or universities, and one or more teachers unions, etc.
• Simultaneous renewal of schools and teacher education
• Incorporation of the best available knowledge into programs and practices

The distinguishing characteristics of the different levels of partnerships with schools are listed below using the NCATE criteria.

Professional Development School - Threshold State

• Formal agreement between the College of Education and school district
• Ongoing collaborative activities include all of the following: preparation of new teachers, support of children’s learning, continuing professional development, and practice-based inquiry within a school setting
• Shared goal of simultaneous change and renewal
• Established advisory board that oversees partnership activities

Associate Professional Development School – Pre-Threshold State

• Though lacking a formal institutional commitment there exists the intent of developing a formal agreement; there possibly may be a memo of understandings in place
• Ongoing collaborative activities include at least two of the following: preparation of new teachers, support of children’s learning, continuing professional development, and practice based inquiry within a school setting
• Shared goal of simultaneous change and renewal

Collaborative Site (NCATE)

• Though lacking an institutional commitment there may be a memo of understanding in place reflecting a “history of collaboration”
• Ongoing collaborative activities include at least one of the following: individuals or groups working together, consultation, and external courses offered

Field Site (NCATE)

• Provide settings for clinical experiences and student teaching placements