Lincoln Memorial University

Department of Education

Collaborative Partnership Manual

 

 

 

Dr. Mildred T. Headley

Center for Professional Collaboration

 

 

Lincoln Memorial University

Cumberland Gap Parkway

Harrogate, Tennessee 37752

423-869-6385

www.lmunet.edu/cpc

                                                       2008-2009

 

 

                         

 

 

 

 

CENTER for PROFESSIONAL COLLABORATION MANUAL

 

       

 TERESA BICKNELL, Ed.D ~ CHAIR , DEPARTMENT OF EDUCATION

423-869-6266  ~  teresa.bicknell@lmunet.edu

 

 CONNIE WRIGHT, Ed.S~DIRECTOR of CENTER for PROFESSIONAL COLLABORATION

423-869-6321~  connie.wright@lmunet.edu

 

 ANTHONY MAXWELL, Ed.D~ASSISTANT DIRECTOR of CENTER for PROFESSIONAL

COLLABORATION   423-869-6257   ~ tony.maxwell@lmunet.edu

 

SUE ENGLAND~ADMINISTRATIVE ASSISTANT to DIRECTOR of CENTER

for PROFESSIONAL COLLABORATION 423-869-6253  ~  sue.england@lmunet.edu

 

 

 

 

 

L.M.U. / CPC FAX~423-869-6455

 

 

*FOR CURRENT PROFESSIONAL DEVELOPMENT, SERVICE LEARNING OPPORTUNITES, AND UNIVERSITY PARTNERSHIPS WITH

K-12 SCHOOLS  CALL 423-869-6385 OR GO TO lmunet.edu/cpc

 

 

 

 

 

 

 

 

 

Table of Contents

 

Center for Professional Collaboration                                              1  

Mission and Purpose Statement                                                        1

Department of Education Mission Statement                                  2

Program Goals                                                                                      3

Center for Professional Collaboration Description                         4

Field Based Schools                                                                             5

Professional Development                                                                  6         

Multicultural Experiences                                                                    7

Professional Development Schools of Partnership                          8

Developmental Guidelines                                                                   9

What is a Partnership?                                                                      11

The Stages of Partnership Development                                        13

Modules of Candidate’s Partnerships                                             14

Suggested four year plan                                                                  15

PDS standards                                                                                    17

Partnership Roles and Responsibilities                                            22

 

Appendices:

 

A.      Lesson Plan

B.      Description of Partnership and Student Teachers

C.      Partnership Helping Hands Evaluation

D.      Partnership Academic Assistant Evaluation  

E.   Pre Clinical Practice Evaluation

F.    Field Experience Log Sheet

G.   Background Check

H.   Dispositions Checklist

I.       Student Liability Insurance

J.     Confidentiality Statement

K.  Checklist for Lead Faculty

L.    Checklist for Mentoring Teachers

M. Mentoring Teacher Benefits

N.   Tennessee Standards

O.   Kentucky Standards

P.     Definitions of Terms

Q.    References

 

a.     Professional Development ~ Inservice – Preservice

b.    Diversity ~ Multi-cultural Education ~ Professional Developments

c.      Field Experiences ~ Professional Development Schools of Partnership

 

www.lmunet.edu/cpc    sharepoint.lmunet.edu/Undergraduate_Education/

he Department of Education houses the Dr. Mildred T. Headley Center for  Professional Collaboration (CPC).  The CPC is a multidimensional center that has as its purpose fostering individual development through collaborative opportunities and school partnerships, lifelong learning, and multicultural education.  The teacher education candidate is introduced to the CPC in Module I by becoming familiar with requirements regarding participation in multicultural education, preservice professional development, and K-12 Partnerships.  Pre-service teacher candidate will be informed of specific CPC teacher education program requirements while continuing studies in Module II and Module III. 

 

For example, candidates will participate in current professional development workshops in each program module.  Opportunities will be extended in Module I, II, and III for the pre-service teacher candidate to complete multicultural education requirements by traveling to various metropolitan schools to study school organization, the teaching and learning process with diverse cultures, and to enjoy events, such as Broadway plays, museums, and life in the city.  Pre-service teacher candidate will experience collaboration and application of educational theory with university faculty, classmates, and PK-12 administrators, teachers and candidate in a partnership experience in Module II, III, and IV. Enhanced student teaching experiences have often resulted in an offer of employment at the end of Module IV for many teacher education candidates. 

 

The CPC is an integral component of the Teacher Education Program that enriches the candidate’s acquisition of knowledge and skill by providing educational experiences that creates excitement and challenge to the pre-service teacher candidate while providing a foundation for current and innovative best teaching practices. Pre-service teacher candidates are encouraged to visit the CPC office in BE 217 and the CPC Resource BE 213.

 

Lincoln Memorial University

Mission and Purpose

                         

     Lincoln Memorial University is a values based learning community dedicated to providing educational experiences in the liberal arts and professional studies. The University strives to give students a foundation for a more productive life by upholding the principles of Abraham Lincoln’s life: a dedication to individual liberty, responsibility, moral and ethical standards; and a belief in a personal God.

     The University’s curriculum and commitment to quality instruction at every level are based on the beliefs that graduates must be able to communicate clearly and effectively in an era of rapidly and continuously expanding communication technology, must have an appreciable depth of learning in a field of knowledge, must appreciate and understand the various ways by which we come to know ourselves and the world around us, and must be able to exercise informed judgments.

     The University believes that one of the major cornerstones of meaningful existence is service to humanity. By making educational and research opportunities available to students where they live and through various recreational and cultural events open to the community, Lincoln Memorial University seeks to advance life in the Cumberland Gap area and throughout the region.

 Reaffirmed by the Board of Trustees 3 May 2002

 

 Department of Education Mission Statement

 

The Department of Undergraduate Education is dedicated to preparing professional educators who:

·         are diverse in teaching and learning strategies and dispositions acquired through rigorous academic studies and partnerships in P-12 schools;

·         are capable of meeting the challenges of an ever-increasing global society;

·         have a knowledge and understanding of moral, social, and political dimensions;

·         have the ability to teach all students;

·         inspire renewal through continued professional development.

 

-  Approved by the Teacher Education Committee     2008 May

 

The DOE adheres to the constructivist theory of learning as evidenced throughout the course work and field-based teaching and learning experiences.

 

                                        Conceptual Framework

Teacher: Integrator of Cognitive, Behavioral,

and Affective Learning

 

 

 

• Domain I is depicted in the steps leading up and into Lincoln’s Memorial.   They form the general studies foundation of the program.
• Infusion Themes permeate the entire program.  The pillars represent knowledge, skills and dispositions stressed by state, national and professional standards.
• Domain II offers intense study in the major area of the program.
• Domain III provides competencies in professional knowledge, skills and dispositions. 
• The Teacher (candidate) emerges from the model empowered with the ability to integrate teaching strategies that appeal to a student’s factual and conceptual needs (cognitive) while developing in him/her the skills (behavioral) and inclination (affective) toward continuous professional renewal.

 

Department of Education Teacher Education

Program Goals and Performance Expectations

 primary purpose of the Teacher Education Program is to prepare teachers who demonstrate acquisition of appropriate content knowledge, dispositions and pedagogical skills that enable them to be effective and successful in the classroom.  To accomplish this, the program has established the following goals based on Tennessee, NCATE, INTASC, NBPTS, and professional organization’s standards and guidelines for teacher preparation.  Each goal is accompanied by one or more performance expectation that is to be satisfied by each candidate.  The professional Education core course syllabi are directly connected to the strategic goals and performance expectations.  The goals and performance expectations are introduced at the sophomore level in MODULE I and are sequenced throughout MODULE II, MODULE III, and MODULE IV.  Evidence that each pre-service teacher candidate  has achieved/accomplished each goal and performance expectation is housed in the pre-service teacher candidate s Professional Portfolio that begins development in MODULE I and culminates with the Senior Exit Interview in MODULE IV.  The Teacher Education Program’s goals and performance expectations include:

TEACHER EDUCATION GOALS      

Based on INTASC Standards

 

 

Knowledge Base

Goal 1: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

 

Pedagogy

Goal 2: The teacher understands how children learn and develop and can provide learning opportunities that support their intellectual, social, and personal development.

 

Diverse Learners

Goal 3: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

 

Curriculum, Instruction, & Assessment

Goal 4: The teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving and performance skills.

 

Learning Environment

Goal 5: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

 

Communication

Goal 6: The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

 

Planning

Goal 7: The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

 

Assessment

Goal 8: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual and social development of the learner.

 

Reflective Practice

Goal 9: The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

 

Collaboration

Goal 10: The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being

 

 

 

Description

 

he Department of Education houses the Center for  Professional Collaboration (CPC).  The CPC is a multidimensional center that has as its purpose fostering individual development through collaborative opportunities and school partnerships, lifelong learning, and multicultural Education.  The teacher Education pre-service teacher candidate  is introduced to the CPC in MODULE I by becoming familiar with requirements regarding participation in multicultural Education, professional development, and PK-12 Partnerships.  Pre-service teacher candidate s will be informed of specific CPC Teacher Education Program requirements while continuing studies in MODULE II and MODULE III.  For example, pre-service teacher candidate s participate in professional development workshops in each program MODULE.  Opportunities will be extended in MODULE I, II and III for the pre-service teacher candidate  to complete multicultural education requirements by traveling to various metropolitan schools to study school organization, the teaching and learning process with diverse cultures, and to enjoy events, such as educational museums, and exposure to life in the city. 

 

Pre-service teacher candidate s will experience collaboration and application of Educational theory with University faculty, classmates, and PK-12 administrators, teachers and pre-service teacher pre-service teacher candidate  s in a partnership experience in MODULE II and III.  On different occasions, partnership experiences have resulted in an offer of employment at the end of MODULE IV for many teacher Education pre-service teacher candidate s.  The CPC is an integral component of the Teacher Education Program that enriches the pre-service teacher candidate ’ acquisition of knowledge, skill, and dispositions by providing Educational experiences that creates excitement and challenges to the pre-service teacher candidate  while providing a foundation for current and innovative best teaching practices.  The CPC is driven by and implements the local, state, national and professional standards in the areas of collaboration, professional development, and multicultural Education.   The CPC is an integral part of assisting the pre-service teacher candidate  in meeting the Department of Education’s eight goals.   Pre-service teacher candidate s are encouraged to visit BE 213, the CPC Resource Center, and the CPC office in BE 217 or for more information consult the CPC Manual.

 

It is also a vital educational link to the surrounding Appalachian and the world. The Center reflects the need to reflect the theory in the real world of practice. 

 

 

The Purpose of the Center for Professional Collaboration is:

 

§  To provide ongoing professional development for inservice, preservice, and university faculty  

• To promote  student autonomy          
• To offer quality holistic professional development to rural Appalachia
• To offer preservice teachers authentic professional development
• To initiate and establish collaborative educational opportunities
• To promote an awareness of diversities         

 

 

 

The dimensions of the Center for Professional Collaboration are:

 

1. Professional Development (pg. 6)
2. Field Experiences (pg. 5)
3. Diversity - Multicultural Experiences  (pg. 7)

 

Professional Development Schools of Partnership(PDS)

1. Bell Central School Center -606-337-3104
2. Bell County High School – 606-337-7061
3. East End Intermediate- 606-248-8840
4. Ellen Myers Elementary-423-869-2172
5. Elydale Elementary-276-445-4439
6. J. Frank White Academy -423-869-6295
7. Pineville Elementary -606-337-3412
8. Springdale Elementary423-626-9142
9. Yellow Creek School  -606-248-1794

 

Field Based Schools (Non PDS)

1. Bean Station – 865-767-2131
2. Bell County High School – 606-337-7061
3. Big Ridge Elementary – 865-992-8687
4. Campbell County High School- 423-562-8308
5. Cawood Elementary- 606-573-2502
6. Cumberland Elementary- 606-589-2511
7. Evarts Elementary School- 606-837-2386
8. Jacksboro Middle School – 423-562-3773
9. LaFollette Middle School – 423-562-8448
10. Livesay Middle School- 423-869-4663
11. Luttrell Elementary School- 865-992-3441
12. Middlesboro High School – 606-242-8820
13. Middlesboro Middle School- 606-248-8880
14. Midway Elementary – 423-626-3067
15. Powell Valley Elementary – 423-869-4659
16. Rosspoint Elementary- 606-573-4600
17. Rutledge High School – 865-828-5291
18. Rutledge Middle School – 865-828-5530
19. Sharps Chapel Elementary – 865-278-3294
20. Soldiers Memorial Middle School- 423-626-3531
21. Wallins Elementary -606-664-3444
22. Washburn School- 865-497-2557
23. West End Primary- 606-242-8860

 

 

 

 

 

 

…..as related to Lincoln Memorial University Mission Statement

            - individual liberty

            - personal initiative and individual effort

            - unselfish leadership

 

The university believes that one of the major cornerstones of meaningful existence is service to humanity.

Lincoln Memorial University's curriculum and commitment to teaching are based on the belief that graduates must be able to communicate clearly and effectively.

The university seeks to advance the Cumberland Gap region through community service programs in continuing education, leadership development, recreation, and the fine and performing arts. As an educational, cultural, and recreational center of the region, Lincoln Memorial University is committed to developing and maintaining facilities which are conducive to the development of body, mind, and spirit.

 

The professional development of educators is a collaborative responsibility shared by the Center for Professional Collaboration, Lincoln Memorial University, educational institutions, and local communities of the Cumberland Gap region of Appalachia. The benefits and expectations as they relate to professional development are:

• achieving goals
• for the attainment of specific knowledge and skills through demonstration,

                        practice, feedback, and reflection                           

• dual mentorship of preservice teachers and inservice teachers in a "coaching" setting
• the transfer of new skills and practices as they relate to the classroom.
• participate in the development and implementation of programs in a variety of educational settings
• integration of recent research based on teaching and learning methods and strategies
• mentorship of interns
• effectively exhibit a commitment to professional growth and engage in ongoing professional development

 

 

                                                       

 

 

 

 

 

 

            - love and respect for fellow people

            - an appreciation for the common people

           

            The university believes that one of the major cornerstones of meaningful existence is service to humanity. Thus, it is dedicated to making educational opportunities available in central Appalachia to all persons without reference to social status. As an equal opportunity instruction, Lincoln Memorial University serves students without regard to race, national origin, sex, age, or religion.

            Lincoln Memorial University's curriculum and commitment to teaching are based on the belief that graduates must appreciate and understand the various ways by which we come to know ourselves and the world around us, and must be able to exercise informed judgments.

            The university seeks to advance the Cumberland Gap region through community service programs in continuing education, leadership development, recreation, and the fine and performing arts. As an educational, cultural, and recreational center of the region, Lincoln Memorial University is committed to developing and maintaining facilities which are conducive to the development of body, mind, and spirit.

                       

                       The definition of culture used by anthropologists is “culture encompasses the learned behaviors, beliefs, attitudes, values, and ideals that are characteristic of a particular society or population” (Ember and Ember 1990).  Multicultural education is a collaborative responsibility initiated and shared by the Center for Professional Collaboration, LMU, K-12 schools and local communities of the Cumberland Gap Appalachian region.  The Center for Professional Collaboration (CPC) supports the philosophy of the Teacher Education Program’s conceptual framework by developing multicultural field experiences.  The conceptual framework reflects the national curriculum standards as well as NCATE standards for the implementation of multiculturalism and diversity into the professional program of studies.  The CPC collaborates with the Department of Education faculty to provide  diverse field experience that connects the clinical pre-service classroom setting to the real world of diversity.  Multicultural education embraces many different aspects of developing the whole person.

 

The CPC collaborates with the Teacher Education faculty and processes the integration of the goals of multicultural education.  Pre-service teacher candidate s are required to complete two multicultural field experiences or portfolio pieces before graduation.  The course requirements for all multicultural field experiences are stated on the course syllabi. Documentation will be housed within the CPC and submitted to each faculty member for course documentation as well.

 

The benefits and expectations as they relate to multicultural education are:

 

§  educational equity

§  empowerment of students and their caretakers

§  cultural pluralism in society

§  intercultural, interethnic and intergroup understanding and harmony in the classroom, school, and community     

§  students, teachers, support staff, and administrators who think, plan, and work with a multicultural perspective

§  an expanded multicultural, multiethnic knowledge base or students,   

      teachers, administrators, and support staff

• achieving goals.
• preparing teachers to mediate scholarly knowledge in the language and  

      culture of various world culture

• realizing the individual and cultural diversity of both the prospective teachers   and the elementary and secondary school students.
• display tolerance of diversity
• express an appreciation of cultural differences, strengths and weaknesses 

      of self and others

• the diversity of our students,
• the need for intercultural understanding children’s needs for acquiring  

      English as a second language

 

 

 

       Pre-service teacher candidates are exposed to a broad brush of developmental field experiences from Module I throughout Module IV enhanced student teaching. Field experiences are integrated into the coursework as evidenced in course syllabi. There are two types of field experiences: K-12 Professional Development Schools (NCATE, 2008) or K-12 Non -DS schools. PDS’s are designed according to NCATE’s 5 PDS standards. Non-PDS are setting used as needed. Non-PDS are not organized according to NCATE’s 5 PDS standards. PDS organizational have defined roles and responsibilities (explanation on pages 23-29). The PDS roles are:

• Partnership Core Team  (PCT)
• Monitoring and Assessment Team (MAT)
• Lead Faculty (LF)
• Pre-service Teacher Pre-service teacher candidate  (PTC)
• Mentoring Teacher(s) (MT)
• CPC Director and Co-Director
• CPC Administrative Assistant

 

K-6 Pre-service Teacher Pre-service teacher candidate s are described as:

• O- Observation (Module I)
• HH- Helping Hands a(Module I or II)
• AA – Academic Assistant (Module II)
• PCP – Pre-Clinical Practice (Module III)

 

    Each semester pre-service teacher candidates are assigned to either a PDS or Non-PDS by the center for Professional Collaboration.   Team pre-service teacher candidates begin their field-based experience by meeting with the school faculty, course instructor and lead university faculty.  Team assignments are made according to the field of study and/or major of the pre service student and the partnership school’s need according to the school improvement plan or other identified school needs. Faculty collaboratively design and communicate the connection of the partnership experience to the university course work. This provides the benefit to grow professionally in areas that may not be otherwise available to them.

 

     Professional Development Schools of Partnership (PDSP) are institutions created among universities, schools and other organizations including school districts and teacher organizations. They are intended to improve teacher preparation, field experiences, professional development, and to promote self and school renewal through collaboration of the partnering institutions and constituencies. Although partnerships are a complex social invention, attempts at organization improvement and enhance learning are supported. Conceptually, PDS’s are analogous to teaching hospitals in their functions and high leverage position: each has professional preparation and research as its mission; each view this mission in the context of providing quality service to their respective clients; and each sits at the intersection of theory and practice. Similar to teaching hospitals, PDS’s seek to bring the best available knowledge and the best practice to those they serve (Levine, 1999).

 

     Team assignments are made according to the pre-service teacher candidates field of study and/or major and the PDS need according to the school improvement plan or other identified school needs. Faculty collaboratively design and communicate the connection of the partnership experience to the university course work. These provide carefully constructed field experiences the benefit to grow professionally in areas that may not be otherwise available to them.

 

       Many pre-service teacher candidates will be able to observe, teach and learn during their junior year, and possibly student teach in the PDS site during their partnership student teaching. Employment of first year intern teachers in PDS should increase due to the PDS experiences.   Also due to PDS experiences, intern teachers have a sustained relationship with the university for professional support and life-long learning opportunities.

 

      An overarching goal of the PDS site is to provide an environment where education pre-service teacher candidate’s will be able to demonstrate their knowledge and skills in content and pedagogy according to the program’s goals and learner expectations.  PDS experiences are connected to the program modules in selected courses.  University faculty, K-12 faculty, students and often parents, and education pre-service teacher candidate’s work collaboratively identifying and designing the curriculum to be studied and assessment to be implemented during the partnership experience.  

 

      One main initiative of Lincoln Memorial University’s PDS is to combine resources and work together to improve pre-service teacher candidate successes for K-12 students and to improve the quality pre-service teacher candidates education training at LMU. LMU’s curriculum and commitment to teaching are based on the belief that graduates must have an appreciable depth of learning in a field of knowledge and to be able to demonstrate this knowledge within an authentic school setting.

 

     The mission of the Professional Development Partnership School is aligned to the Department of Education’s and LMU’s mission and philosophy. The shared belief of the partnership entities is that the preparation of future teachers is the responsibility of the entire profession both schools based personnel and those in higher education. It supports the goals of the most current educational initiatives from accrediting agencies and researchers on the positive effects of earlier involvement of   pre-service teacher candidate’s in a “real world” setting linked to problem solving and action research projects.

 

             

            The partnership school is a collaborative responsibility shared by the Center for Professional Collaboration, Lincoln Memorial University’s DOE, educational institutions, and local communities of the Cumberland Gap region of Appalachia. The benefits and expectations as they relate to partnership schools are:

            - achieving goals.

            - integrate course work with clinical and field experiences.

            - modeling is an essential aspect of an effective teacher education program.

            -skilled practicing teachers should be involved in a significant way in a teacher   

             education program

 

 

 

      Pre-service teacher candidates seeking Tennessee licensure will complete the  field experiences   as it relates to program modules.   PDS experiences are planned by a collaborative team in order to provide the most effective and successful experience.  The PDS collaborative team includes:

 

-  Lincoln Memorial University Director and Co-Director of CPC/ Partnership Schools

-  Monitoring and Assessment Team (MAT) Representation

-  Mentoring Teacher(s) and Administrators

-  Lincoln Memorial University Lead Faculty

-  Lincoln Memorial University Pre-service teacher candidates  

-  Partnership Core Team (PCT) and Chair  

 

 The Partnership teaching experience provides the  pre-service teacher candidate  with appropriate grade level placements, consisting of (designated per semester) weeks including the following:  observation, teacher assistance, classroom planning and instruction, and related professional development.  Successful completion each semester is a prerequisite to beginning the next module.  Courses requiring  field-based  teaching experiences are not offered for enrollment in summer sessions unless special arrangements are made with the CPC office.

 

     A sequential plan for partnership teaching allows a gradual induction of the preservice teacher into the authentic classroom.  The pre-service teacher candidate progresses through four modules (observation, participation, and team and solo teaching), respectively.  During this time the mentoring classroom teacher and university lead faculty provide a strong mentorship foundation which guides the pre-service teacher candidate through successful collaborative teaching experiences.

 

 

 

 and we have ignored the collaboration among teachers and between teacher preparation

 programs and administrators.

 

 

    

                         

Collaboration and the forming of partnerships between schools and universities are frequently viewed a primary thrust in any program to improve teacher education and, ultimately, the education of students. Working together toward a common goal requires much planning, commitment, and effort. One of the main obstacles to collaboration is that working toward a shared vision often confronts the conflicting organizational values of both institutions. The university community tends to esteem the scientific; the schools are steeped in practice (Reiman, Head, & Thies-Sprinthall, 1992). As a result, programmatic approaches to teacher education require an extra effort to merge diverse opinions and frames of reference in order to reach agreement on the best of professional practice (Smith). It is important to anticipate the clashes between the theoretical and idealistic notions of the university and the more realistic and practical orientations of the school. Recognition of these pitfalls will result in less discouragement and more of a commitment to a long-term relationship between partners. Partnerships that evolve from the collaborative efforts between universities and schools can be highly rewarding (McIntyre, 1994).

 

An 8-step process is used to develop and implement the process for designing a professional development partnership school. Depending on the circumstances of the partnership, its goals, and the time and resources available some of the steps are emphasized more than other. On the onset, however, all the steps are used as a guide to develop and implement the 8-step process (Austin and Davies, 1998). The steps are Step 1: Awareness, Step 2: Needs Assessment/Teacher Survey, Step 3: Identifying Potential Resources and Constituencies, Step 4: goals and Objectives, Step 5: program Design, Step 6: Partnership Management, Step 7: Program Implementation and Step 8: Monitoring and Evaluation.

 

The 8-step conceptualization process for establishing a Professional Development School of Partnership may be applicable to educational partnerships in general. The formation of an education partnership appears to involve a progression through a number of developmental stages (Trubowitz, 1986) that may take up to ten years to achieve institutionalization (Fullan, 1991).

 

 

 

 

The Stages of Partnership Development- The 8 Step Process

 

 

There is no “one way” to implement a school–university partnership.  Partnerships can evolve from both formal and informal efforts.  However, most partnerships go through distinct partnership stages.  Depending on the circumstances of the partnership, its goals, and the time and resources available, we may want to emphasize some steps more than others do.  However, it is important that we think of all the steps at the beginning.  It is a good partnership plan to refer back to as the partnership unfolds over time. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

MODULES OF PRE-SERVICE TEACHER CANDIDATE ’S PARTNERSHIPS AND CLINICAL PRACTICE

The pre-service teacher candidate should be placed in the PDSP according to the student’s level within the Teacher Education Program. Partnership mentoring classroom teachers should be aware of the requirements associated with the levels before pre-service teacher candidate s are placed in the PK-12 classroom setting. The following are the modules of field-based / partnership site experiences connection to coursework:

 

              Module                 K-6                                   *Secondary

Module I – Pre-Level and Level I Field Experience * Observation , Helping Hands   Module II – Level II Field Experience Team  Helping Hands, Academic Assistant       Module III – Level III Field Experience Solo Pre-Clinical Practice     Module IV – Level IV Enhanced Student Teaching - Clinical Practice

EDUC- 290 EDUC –300 EDUC-320         EDUC-340 EDUC-350 EDUC-355 EDUC-390 EDUC-450     EDUC-430 EDUC-480         EDUC-497

EDUC -290 EDUC-300 EDUC-320         EDUC-360 EDUC-370           EDUC-460 EDUC-480         EDUC-497

*Depending on major – see advisor

 

 

 

 

 

*25 hours = 20 hours of direct interaction with K-12 students and 5 hours of working with the mentoring teacher, going to workshops, staying for information meetings pertinent to the preservice teacher’s role in the classroom.  When EDUC 290 is taken concurrently with other Module I courses (290, 300, 320), the EDUC 290 hours take precedent. If Module I courses EDUC 300 or EDUC 320 are not taken concurrently with EDUC 290 then 25 hours are required for that course.

 

Observation Students

Each observation pre-service teacher candidates completes 25 hours split among several schools while observing different areas such as technology, students with special needs, early childhood, middle school, etc. The pre-service teacher candidate  usually spends two hours in each school.

 

Helping Hands Assists the teacher with management and everyday classroom duties

 

Academic Assistants (Full partnership students): Assists with instructional duties including classroom management and K-12 student assessment. The Academic Assistants may be team or solo teaching.

 

Pre Clinical Practice: The Senior pre-service teacher candidate  is preparing for the next semester of student teaching. (The Senior may assist with every level of curriculum, instruction, class management, and K-12 student assessment.)

 

Clinical Practice:  Pre-service teacher candidate is in current semester of Enhanced Student Teaching and is completing all related requirements in the K-12 classroom

 

 

 

Lincoln Memorial University                                                     

Suggested 4-Year Plan

Student_____________________________________           

Student signature_____________________________

                          

First Year FALL	Credit hours	Field Place-ment	Grade	CompTerm
English 110	3
Math 101	3
BSCI 100*	3
Bio 100	4
Fine Arts	3
Total Hours	16

    

                                                                                               

Second Year FALL	Credit hours	Field Place-ment	Grade	CompTerm
English 310	3
History 122	3
Psyc 221	3