NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1046938
Record Type: Journal
Publication Date: 2014
Pages: 6
Abstractor: As Provided
ISSN: ISSN-1935-7125
The Story of a Unique Collaborative Partnership Focused on Preparing Effective Teachers to Be Successful in High-Poverty/High-Minority Schools
Richman, Laila J.; Wittmann, Cheryl; Madden, Maggie
School-University Partnerships, v7 n2 p113-118 2014
This article describes an innovative partnership between a state department of education, local school systems, and institutions of higher education aimed at increasing the number of effective teachers for high-poverty/ high-minority schools through collaborative partnerships, rigorous coursework, ongoing professional development, intensive internships, and mentoring with research-based induction, all focused on meeting the needs of diverse learners. This partnership builds on the Professional Development School (PDS) model and its success in improving teacher retention and facilitating communication between all stakeholders. The results of this collaborative effort will ultimately impact teacher preparation and clinical practice in the state, and perhaps nationally, through the development of a manual outlining the partnership's findings and recommendations.
National Association for Professional Development Schools. College of Education University of South Carolina, Wardlaw 252, Columbia, SC 29208. Tel: 803-777-1515; Fax: 803-777-3035; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Maryland
Grant or Contract Numbers: N/A