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Leveraging P-12/University Partnerships to Better Prepare Pre-Service Teachers: The Value of Strong Partnerships in Both Traditional and Provisional Teacher Training Programs
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Author(s): James Falco (Middletown School District, USA), Meredith Riddle (Monmouth University, USA), Gregory Duffy (Lafayette Mills School, USA), Tracy Mulvaney (Monmouth University, USA)and Lauren Niecz (Monmouth University, USA)
Copyright: 2020
Pages: 20
Source title:
Strategic Leadership in PK-12 Settings
Source Author(s)/Editor(s): Johnny R. O'Connor (Lamar University, USA)
DOI: 10.4018/978-1-5225-9242-6.ch011
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Abstract
The primary responsibility for training pre-service teachers previously fell solely on the shoulders of university teacher-preparation programs, with a short field experience component in partner P-12 districts. As research continues to support the value of increased clinical practice in P-12 schools when training pre-service teachers, the responsibility is becoming shared equally between university teacher education programs and P-12 school districts. This chapter describes three innovative programs implemented by P-12 schools through strong partnerships with Monmouth University's teacher education and Provisional Teacher Preparation program. These strong partnerships afford students the opportunity to receive direct instruction in P-12 settings with the support of curriculum, mentors and professional development. The partnership with Lafayette Mills School (the last of three initiatives discussed) was also awarded, along with the university's other PDSs, the National Association of Professional Development Schools Distinguished Partnership award in 2017.
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