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Werderich, Donna E.; Johnson, Jennifer – School-University Partnerships, 2021
Teacher candidates benefit from dynamic clinical practices embedded in teacher preparation programs. In this article, we discuss Clinical Urban Plunge (CUP), a clinically-based approach to integrating social justice and equity education in our Middle Level Teaching and Learning Program at Northern Illinois University. More specifically, we explain…
Descriptors: Teacher Education Programs, College School Cooperation, Preservice Teacher Education, Experiential Learning
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Cormier, Dwayne Ray – School-University Partnerships, 2021
In this article, the author summarizes his efforts to design the Cultural Proficiency Continuum Dialogic Protocol (CPCDP), a tool purposed to assess and codify educators' cultural competence. The design and development of the CPCDP took place within four school-university partnerships (e.g., Professional Development School and Hybrid Partnership).…
Descriptors: Teacher Competencies, Cultural Awareness, Student Diversity, Partnerships in Education
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Wolkenhauer, Rachel; Hooser, Angela – Journal of Teacher Education, 2021
Calls for the renewal of teacher preparation through clinical practice have left many novice teacher educators to learn on the job. This article reports on the research of two such novices, studying their own practice. Addressing the need to better understand the approaches teacher educators take to clinically grounding their work, the authors…
Descriptors: Teacher Educators, Beginning Teachers, Inquiry, Teacher Education Programs
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Cormier, Dwayne Ray – Educational Researcher, 2021
This article describes an educational design research program situated within a professional development school that led to the development of the Cultural Proficiency Continuum Q-Sort (CPCQ). The CPCQ is a tool that enables teacher educators to systematically examine preservice teachers' cultural competence concerning students who are…
Descriptors: Preservice Teachers, Cultural Awareness, Culturally Relevant Education, Teacher Competencies
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Gonzalez-Frey, Selenid M.; Garas-York, Keli; Kindzierski, Corinne M.; Henry, Julie J. – Excelsior: Leadership in Teaching and Learning, 2021
Undergraduate and graduate education students completed a survey to examine their attitudes toward remote instruction during the coronavirus pandemic. At the conclusion of the Spring 2020 semester in which all courses transitioned from a face-to-face to an online format, students, N = 93, were asked to describe what worked well in their courses in…
Descriptors: College Students, Student Attitudes, COVID-19, Pandemics
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Kerns, Keesha; Ardley, Jillian; Goodloe, Angela – Kappa Delta Pi Record, 2021
The 2019 Kappa Delta Pi Teachers of Color Summit addressed three critical issues facing teacher education programs: recruitment, retention, and support of teachers of color upon graduation. This article targets strategies for teacher preparation programs to support teachers of color after graduation.
Descriptors: Teacher Education Programs, Minority Group Teachers, Teacher Recruitment, Teacher Persistence
Chandler, Prentice T., Ed.; Barron, Lisa, Ed. – IAP - Information Age Publishing, Inc., 2021
"Rethinking School-University Partnerships: A New Way Forward" provides educational leaders in K-12 schools and colleges of education with insight, advice, and direction into the task of creating partnerships. In current times, colleges of education and local school districts need each other like never before. School districts struggle…
Descriptors: College School Cooperation, Partnerships in Education, Elementary Secondary Education, Teacher Education Programs
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Wepner, Shelley B.; Gómez, Diane W.; Quatroche, Diana – Excelsior: Leadership in Teaching and Learning, 2021
The success of school-university partnerships depends on the leadership. This qualitative study reports on school-based leaders (SBAs) as critical stakeholders in the collaborative process of forming viable partnerships with colleges and universities. It describes SBAs' responsibilities as partners, motivation for forming their partnerships,…
Descriptors: Leadership, Administrator Attitudes, College School Cooperation, Partnerships in Education
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Burns, Rebecca West; Badiali, Bernard J. – New Educator, 2020
Hybrid teacher educators are school- and university-based teacher educators who work across the boundaries of schools and universities to facilitate the professional learning of teachers in the third space of school-university partnerships. This case study of 'Sofia" examined how a reassigned classroom teacher was transformed from her…
Descriptors: Teacher Educators, Professional Development Schools, College School Cooperation, Teacher Role
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McIntyre, D. John; McIntyre, Christie – Journal of Educational Supervision, 2020
Clinical practice in teacher education has evolved from an apprenticeship model to one that finds it more intertwined with collaborative arrangements with partnering public schools. We look at how this evolution has had a major impact on the effectiveness of how teachers are prepared in an ever more complex society. We also describe how…
Descriptors: Educational History, Student Teaching, Teacher Education, Teacher Effectiveness
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Levental, Orr; Naifeld, Edni; Kharanbe, Saleh; Amasha, Marcel – International Education Studies, 2020
During their studies, education students are required to engage practice-based experience in a collaborative model: Professional Development School (PDS), where there are many options for building professional and personal development processes. Through this experience, students formulate professional identity and perceptions about teaching. This…
Descriptors: Semitic Languages, Professional Development Schools, College School Cooperation, Social Influences
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Kennedy, Christopher – School-University Partnerships, 2020
As part of clinical models of teacher preparation, PDS models provide extra adults who are invested in education in the classroom environment. Administrators and school leaders sometimes look for innovative ways to use teacher candidates to provide additional intervention to support students who need extra help. This article analyzes one such PDS…
Descriptors: Professional Development Schools, Partnerships in Education, College School Cooperation, Teacher Education Programs
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Daoud, Nisreen; Parker, Audra; Leggett, Alicia Bruyning – School-University Partnerships, 2020
Current shifts to resituate teacher preparation with clinical practice at its core have led to renewed interest in Professional Development Schools (PDSs). As more school-university partnerships strengthen their shared commitment to clinical teacher preparation, school and university-based teacher educators must be prepared to serve in these…
Descriptors: Doctoral Students, Teacher Educators, Professional Development Schools, Beginning Teachers
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Hill, Tiffany; Lickteig, Amanda; Schwerdtfeger, Sara – School-University Partnerships, 2020
Launched in 1993, The Teachers College at Emporia State University began its first Professional Development School (PDS) partnership and, since then, The Teachers College has continued to provide high-impact learning opportunities for teacher candidates--including several unique four-week student teaching placements described in this article.…
Descriptors: Student Teaching, Foreign Countries, Preservice Teacher Education, Internship Programs
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Elder, Brent C. – School-University Partnerships, 2020
This article shows how one school in the Northeastern United States used professional development school-university relationships to create inclusive education practices to better support students with disability labels transitioning out of self-contained classrooms and into inclusive classrooms. Through this article, I address a dearth of PDS…
Descriptors: Professional Development Schools, Students with Disabilities, Inclusion, Elementary Schools
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