The four university/school district partnerships created design teams that focused on teacher preparation. They re-designed pedagogy instruction at the college level and incorporated those changes into new plans for teacher’s field experiences.
The partnerships included:
Officials from both the university and the school districts came together to work on the common goal of redesigning teacher education. Each design team partnership was a unique and independent experience, resulting in a wide and diverse array of positive results.
The design teams consisted of university and school faculty colaboratively redesigning teacher preparation to best prepare teacher candidates to be effective teachers in our schools. University designers and their ISD counterparts worked to build consensus on how to best create and implement richer and more complex experiences for preservice teachers. Design teams exposed preservice teachers to more thorough dimensions of site-based programs, such as student placement, instructional delivery, and integration into the school’s community. Rather than the traditional site-based experience where preservice teachers are temporary and nameless visitors to the school, PQE design teams pushed prospective teachers to become integrated into their school community.
The collaboration between a comprehensive set of educators, from K-12 and college, created a unique and untraditional opportunity for communications between education levels. Critical Friends Group training was instrumental in reducing tensions between design team members and promoting positive collaboration. It enabled design team members from two different cultures
– K-12 and universities
– to become equal partners with equal voice and mutual respect for the role each plays in educating children.
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