ERIC Number: EJ894643
Record Type: Journal
Publication Date: 2010-Jan
Reference Count: N/A
Quid Pro Quo
Chesley, Gary M.
Principal Leadership, v10 n5 p40-41 Jan 2010
This article discusses how a university-school district partnership improves the quality of teacher candidates and the knowledge and skills of high school graduates. Several years ago, the author was having lunch with Lynne Clark, the dean of professional studies at Western Connecticut State University, when Clark complained that too many recent high school graduates from the author's district did poorly on her university's placement tests and were required to take remedial reading and mathematics classes in their freshman year. Clark explained that the remedial courses, while charging the same tuition and fees as other university course work, did not count toward the graduation requirements. They both came to the conclusion that they were describing the same problem from different perspectives. To address it, they moved past their circular firing-squad approach and instead employed a two-part strategy that has produced encouraging results. There are two areas of positive outcomes from this partnership. First, it strengthens the quality of teacher candidates the university produces. Second, the partnership has improved the knowledge and skills that seniors who graduate from Bethel High School have.
Descriptors: College School Cooperation, Partnerships in Education, School Districts, Preservice Teacher Education, Educational Improvement, Systems Approach, Placement, Remedial Instruction, High School Graduates, Graduation Requirements, Administrators
National Association of Secondary School Principals. 1904 Association Drive, Reston, VA 20191-1537. Tel: 800-253-7746; Tel: 703-860-0200; Fax: 703-620-6534; Web site: http://www.principals.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Grade 12; High Schools; Higher Education
Authoring Institution: N/A
Identifiers - Location: Connecticut