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ERIC Number: EJ915866
Record Type: Journal
Publication Date: 2009
Pages: 6
Abstractor: As Provided
Reference Count: 3
ISBN: N/A
ISSN: ISSN-1935-7125
After the Funding Flees: A How-To Model for Sustaining the Professional Development School Partnership
Foster, Karen; Reed, Hope; McGinnis, Kreslyn
School-University Partnerships, v3 n1 p113-118 Spr 2009
The article deals with one of the most important components of a professional development school (PDS) partnership--sustainability without funding. According to Ganesan, Das, Edwards, and Okogbaa (2004), sustainability is one of the most difficult components of actualizing a school-university partnership. The PDS partnership depicted in this article--between a school of education at a historically Black college and university and a low-income Title I elementary school--provides a model for those in PDS partnerships who are seeking ways to empower teachers, students, and administrators through strong collaborations without funding. The model integrates the five National Council for Accreditation of Teacher Education standards for PDS partnerships: learning community; accountability and quality assurance; collaboration; diversity and equity; and structures, resources, and roles. This partnership's story illustrates that financial assistance was a resource in establishing the school partnership between the university and the local school district. However, relationships and shared commitments formed the prolonging dynamic that enabled the collaboration to become a lasting partnership among individuals, institutions, and the community. All partners committed to the success of student learning and quality teacher performance in the K-12 segment. (Contains 2 tables.)
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: napds@mailbox.sc.edu; Web site: http://www.napds.org/school_university_partnerships.html
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Elementary Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Alabama
Identifiers - Laws, Policies, & Programs: Elementary and Secondary Education Act Title I; No Child Left Behind Act 2001