Transforming Teacher Education Through Partnerships

Author: Lenski, Susan Davis; and Black, Wendy L., editors
This study describes twenty-five projects that take place in more than ten university-school communities, most of which were derived from the Illinois Professions Learners’ partnership (IPLP) project. The project stems from a Department of Education Teacher Quality Enhancement grant whose goal is to transform teacher education throughout the country. It looks at six aspects of teacher education that can make a difference in preparing teacher candidates for all schools, and especially for high-need schools. These aspects are developing partnerships, collaborations, meeting the needs of all students, technology, field and clinical experiences, and teacher induction. Each of these areas is described in the section overview and chapters detail successful projects in each area.


“As an administrator of a Teacher Quality Partners Project in another state, I found the work of the IPLP honest, insightful and full of practical applications for the improvement of teacher education programs. There are multiple voices and styles of writing represented along with a rich mix of formal and informal research studies, reflective essays and project documentation. This construct of inclusion and representation of so many writers is essential to the text and reflects the principle of shared leadership in working partnerships. University researchers, teachers, pre-service teachers, administrators and parents were all represented in this text and for that reason the book should have a wide audience and suit multiple purposes in the educational community.” – Jane F. Zenger, Director, Teacher Quality Collaborative, College of Education, University of South Caroline

Table of Contents

Table of Contents:
Section 1: The Power of Partnerships (Susan Davis Lenski &Wendy L. Black, Editors)
• A Model for Collaboration To Improve Teachers for High-Need Schools (Robert L. Fisher)
• When Worlds Collide: Partnerships Among College of Education and College of Arts and Sciences Faculty (Lawrence W. McBride)
• School-University Partnership: A Shared Journey (JoNancy Warren, Cheryl Witucke, & Judith Redemer)
• Preparing Preservice Teachers to Partner with Parents and Communities (Carolyn Flanigan)
• Preparing Quality Bilingual/Bicultural Teachers in the 21st Century: A PDS Model for Educational Change and Success (George Torres & Fabiola Ehlers-Zavala)
Perspectives on Curricular Change (Thomas P. Crumpler, Rick Breault, & Donna Breault)
Section 2: Collaborative Partnerships (Elizabeth Landerholm, Cynthia Gehrie,
& Joyce Jennings, Editors)
• The Process of Developing School/University/Parent Partnerships and Community (Elizabeth Landerholm, Deborah Harrelson, & Phyliss Shabat)
• Community Partners’ Involvement in Teacher Preparation: A Collaborative Partnership (Rachel Adeodu)
• Faculty Collaboration to Improve Writing of Early Childhood Education Preservice Teachers (Joyce Jennings & Phyliss Shabat)
• Collaborative Professional Development: More than Filling A Day (Diane Ehrlich & Lynn Reynolds)
• Early Childhood Education in Tanzania and Nigeria: A Prototype of Similarities, Differences and Implications for International Collaborative Partnerships (Selina Mushi & Rachel Adeodu)
Section 3: Meeting the Needs of All Students (Maureen Angell, Wendy L. Black,
& Joseph Nwoye, Editors)
• A Learning Partnership for Safe Schools: Training Teachers to be Social Scientists (Nancy Speer Engquist, Vicky L. Morgan, & Steven E. Landau)
• Using the Social Context of Teaching and Learning to Meet Students’ Socioemotional Needs: A Framework for Preservice Teachers (Steven A. Meyers)
• A Cohort Model for Meeting the Needs of all Students (Anna Lowe, Terri Pigott, & Hank Edmonson)
• Preparing Preservice Educators to Teach in Inclusive Settings (E. Paula Crowley & Martha E. Méndez)
• Teaching Just Enough for the City: Preparing Teachers to Succeed with Urban Learners (Terry Stirling)
Section 4: Technology Partnerships in Teacher Education (Tom Philion, Editor)
• Collaborative Strategies for Improving Preservice Students' Skills in Technology, Science, and Special Education (Cynthia Gehrie, Philiss Shabat, Elfriede Pergams,
• Deborah Harrelson, & Jill Tatz)
• Collaborative Evaluation of the Use of Drama and Technology to Improve Literacy in a School/University Partnership Program for Family Literacy (Elizabeth Landerholm, Jo Ann Karr, Selina Mushi, & Yi Hao)
• The Turtle Project: Considerations for Implementing Education Technology Projects (Sharon Knotts Green)
• The Use of Technology in Teacher Education: Portfolio Assessment (Joanne M. Marshall & Judith Hayn)
• Teacher Education: A Model for Managing the Assessment Process (Nancy Kelly & Todd Hoover)
Section 5: Partnerships that Enhance Field and Clinical Experiences (Jody Kupper, Nancy MaGill, & Judith Redemer, Editors)
• Southern Illinois University Carbondale-Mount Vernon Schools’ Reflective Teaching Block (D. John McIntyre, Ron W. Copenhaver, Christie McIntyre, & Alice Young)
• Preparing Teachers for Working in Diverse Settings: Effects of Early Immersion in Field Experiences (Francine C. Falk-Ross & Randi B. Wolfe)
• Lab School and Curriculum & Instruction Partnership: Secondary Preservice Teachers’ Perceptions of Field Experience (Adel T. AL-Bataineh, Kenneth F. Jerich, & Judy Redemer)
• Early Clinical Experiences for Freshmen Education Majors (Wendy L. Black, Carol T. Benson, & Cheryl Lubinski)
Section 6: Partnerships that Strengthen Experiences for New Teachers (Robert L. Fisher & Jennifer A. Bolander, Editors)
• The Extent and Nature of Beginning Teacher Induction Programs in High-Poverty Illinois Schools (Dan R. Jones & Jennifer A. Bolander)
• Cross-Institutional Support for New Teachers: The Role of Evaluation (Cari L. Klecka, Renee T. Clift, Patricia Brady, Bridget Arvold, & Jane Quinlan)
• Using Ethnographic Practice to Prepare Culturally Responsive First-Year Teachers (Mayra Daniel, Susan Davis Lenski, Kathleen Crawford, Thomas Crumpler, & Corsandra Stallworth)
• Partnership Power: Developing Preservice and Inservice Modules on Reaching and Teaching Diverse Learners (Maureen E. Angell, Mary Ann Boyd, Stephen K. Hunt, Lance R. Lippert, Marilyn K. Moore, & Penny B. Kolloff)