School-University Teacher Education

I. Goals of the Partnership

  1. enhance teacher preparation so that aspiring teachers are move effective and comfortable with the transition into their chosen profession
  2. assist new teachers in their efforts to overcome difficulties and maximize their professional performance
  3. provide experienced teachers with high quality continuing professional development opportunities.

II. Features of the Partnership Programs: Year-long internships

  1. University seniors who aspire to become teachers spend two semesters in the public school classrooms.
  2. Each internship is structured and managed by a public school cooperating teacher and a university supervisor.
  3. The terms of the internship are governed by the Internship Agreement. This agreement can be modified by any party to the agreement through the inclusion of an addendum.
  4. When possible partnership schools will host a cohort of 3 or more interns. This permits group educational & social activities.

The Cooperating Teachers and the Student Intern: Relationship

  1. The cooperating teacher is a mentor who leads the intern through progressively challenging activities; these activities are structured to enhance the intern's grasp of the application of theoretical principles, and to build the intern's proficiency in the practice of professional skills.
  2. During the first semester the intern will be in the classroom for the equivalent of two days per week. By the end of the first semester the intern is to be capable of co-teaching a class or unit. In most cases, a team teaching model is used.
  3. During the second semester the intern is a full-time student teacher.

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The Cooperating Teachers and the Student Intern: Scheduling

  1. Interns report to the schools when the teachers report in august and January, and work in the schools full-time until classes begin at the university.
  2. During the first semester interns are still taking classes at the university and they follow the university schedule for holidays and breaks.
  3. During the second semester interns are full-time student teachers and they follow the school's schedule for holidays and breaks.
  4. Interns complete their internships at graduation, but they are encouraged to stay in the schools until after EOC/EOY testing.

Clinical/Adjunct Faculty & Professors in the schools

  1. School Teachers co-teach university courses - School Teachers add perspective on contemporary classroom realities: school culture, student behaviors, professional practice and administrative procedures.
  2. University faculty take on projects in the schools with teachers - University Faculty submit proposals to work with teachers on a project in a school for a semester. SUTEP or Model Clinical hire an adjunct professor to provide release time by teaching one of the faculty member's courses.

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Partnership Schools' Professional Development Needs

  1. Liaisons help assess, coordinate and help to determine the professional development priorities for their school and work with SUTEP to design the training and find resources to conduct these activities.
  2. Funds permitting SUTEP will share the cost of these activities.
  3. Liaisons help recruit teachers to attend activities, and help to encourage participation in SUTEP activities whenever possible. Liaisons help to design training activities or series, schedule activities and identify presenters/facilitators.

New teacher induction and support

  1. The New Teacher Induction Program is designed to help teachers in the first three years of their careers maximize their effectiveness.
  2. The basic approach to induction is to facilitate a self-assessment of individual needs and to develop personal professional development plans.
  3. Mentors are assigned to inductees to assist them in the accomplishment of their PD plans.
  4. A Summer Institute is conducted each year and group activities are scheduled periodically for mentors and inductees.
  5. Lateral entry teachers and teachers concerned about the requirements of Performance Based Licensure are encouraged to participate.

III. Benefits

  1. friendly working relationships between all departments
    • "our teams are seamless"on-going advising with teachers sharing real-world experiences…
    • "I learned about setting up my classroom and setting up rules and communicating them to the students"
  2. integrate technology… "We learn to create a professional portfolio online"
  3. team teaching at the high school level… "It’s nice to know you’re not alone; we learn a lot from each other."
  4. seminars on important topics… "I gleaned a lot of valuable information in the coarse and panel discussion on non-violence."

Teaching diverse student populations

  1. Multicultural = interns are required to participate in, and document experiences in classrooms with multicultural student populations. They are also required to attend activities and events designed by the schools and the university that will increase their understanding of diverse cultural populations. (Cooperating Teachers are also invited.)
  2. Special Needs = Interns are required to have opportunities to work with and achieve some understanding of special needs students. Each cooperating teacher and university supervisor is asked to plan convenient and effective ways of conducting and documenting activities of this type for their interns.

Using Educational Technology in the Classroom

  1. SUTEP will sponsor training for teachers and interns on the effective use of technology in the classroom. SUTEP will pay stipends or substitutes during training activities. The planning for technology training will be a collaborative effort with the partnership schools.
  2. Schools are asked to help ensure that the skills learned by participants are actually used in classroom instruction.
  3. Active Research: Each year SUTEP offers funds for Action Research projects on a competitive basis
  4. SUTEP conducts a workshop on Action Research when the Request For Proposals (RFP) is released (Presentations from previous grant recipients).
    • Participation of a university faculty member is required.
    • A final report is required
    • Mentor training: We strongly encourage cooperating teachers (especially those without previous mentor training) to take the 30 hour Mentor Training Course (revised and approved by DPI in 1998). This course also includes information on working with interns and university supervisors and information on helping initially licensed teachers with Performance Based Licensure.
    • Participants will receive 3 CEUs and a certificate. Stipends will be paid to participants or their schools will be reimbursed for substitutes.

IV. Key Roles in the Partnership

Liaisons + Teachers + School Principals +University Supervisors + University Department Heads +SUTEP Coordinator + Director of Field Experience

  • Liaisons – each school and university department appoints a liaison who acts as the main communication link with the SUTEP program. Liaisons meet monthly to formulate plans and policies.
  • Cooperating Teachers – serve as mentors/coaches for new teachers, guiding them through a year-long process of professional growth in the public school environment.
  • Partnership School Principals - provide overall supervision of the school, nominate eligible cooperating teachers, provide on-site, administrative support to internship programs and provide input for program operating policies.
  • University Supervisors - are responsible for supervising the intern's learning experience and assessing each intern's performance. University Supervisors work closely with cooperating teachers to establish clear expectations and help resolve any concerns that arise.
  • SUTEP Coordinator - reports to the Dean of the College of Education and coordinates program activities.
  • Director of Field Experiences - coordinates the intern and cooperating teacher pairing process and works closely with schools on issues related to supervision & licensure.
  • University Department Heads - are responsible for all decisions related to curriculum and graduation requirements for interns.

Public School Collaboration