After the Funding Flees: A How-To Model for Sustaining the Professional Development School Partnership

Autor/inn/en	Foster, Karen; Reed, Hope; McGinnis, Kreslyn
Titel	After the Funding Flees: A How-To Model for Sustaining the Professional Development School Partnership
Quelle	In: School-University Partnerships, 3 (2009) 1, S.113-118 (6 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-7125
Schlagwörter	Professional Development Schools; Black Colleges; Sustainability; Educational Finance; Elementary Schools; Standards; Grants; Partnerships in Education; College School Cooperation; Preservice Teacher Education; Program Descriptions; Program Effectiveness; Alabama + Suchen Sie Ihr Suchwort? Nachhaltigkeit; Bildungsfonds; Elementary school; Grundschule; Volksschule; Standard; Grant; Finanzielle Beihilfe; Hochschulpartnerschaft; Lehramtsstudiengang; Lehrerausbildung
Abstract	The article deals with one of the most important components of a professional development school (PDS) partnership--sustainability without funding. According to Ganesan, Das, Edwards, and Okogbaa (2004), sustainability is one of the most difficult components of actualizing a school-university partnership. The PDS partnership depicted in this article--between a school of education at a historically Black college and university and a low-income Title I elementary school--provides a model for those in PDS partnerships who are seeking ways to empower teachers, students, and administrators through strong collaborations without funding. The model integrates the five National Council for Accreditation of Teacher Education standards for PDS partnerships: learning community; accountability and quality assurance; collaboration; diversity and equity; and structures, resources, and roles. This partnership's story illustrates that financial assistance was a resource in establishing the school partnership between the university and the local school district. However, relationships and shared commitments formed the prolonging dynamic that enabled the collaboration to become a lasting partnership among individuals, institutions, and the community. All partners committed to the success of student learning and quality teacher performance in the K-12 segment. (Contains 2 tables.) (As Provided).
Anmerkungen	National Association for Professional Development Schools. College of Education University of South Carolina, Wardlaw 252, Columbia, SC 29208. Tel: 803-777-1515; Fax: 803-777-3035; e-mail: napds@mailbox.sc.edu; Web site: http://www.napds.org/school_university_partnerships.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10