Connecting High-Quality Educators with Urban Students: Comprehensive Teacher Education and Community Partnerships

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Description

Recent national attention has focused on the benefits of school-university-community partnerships to increase the pipeline of highly qualified teachers for urban students, but little has been published about large-scale partnerships. This book about one urban teacher education partnership is written for those who want to plan, direct, work in, or study a full-scale, pre-K-12 school, university, and community partnership. The book offers a comprehensive approach to urban teacher education. Topics cover (1) recruitment; (2) a large-scale Professional Development School model (e.g. 400 candidates per semester) and an early childhood residency graduate program (20 candidates per cohort)two partnership programs embracing all university preservice teacher candidates; (3) induction support for new teachers, and finally, (4) professional development for candidates and experienced, in-service teachers. Each of the six chapters show how the separate parts of teacher education can be interrelated to build a stronger, more cohesive, integrated system to serve teachers and ultimately Pre-K-12 students. A review and reflection on a single teacher education partnership, this easy-to-use book, is clearly documented by interviews, five-year evaluation outcomes, and a retrospective analysis that embraces sociocultural themes.

Reviews

I have spent my career in teacher education, worked in many partnerships, and am committed to improving urban schools. To do this, we must engage in high quality, game-changing work. I have been a long-time follower of the important work done by Wichita State University. This text includes the voices of a diverse group of partnership members, and I am looking forward to seeing this well-written and succinct story in print. -- Diane Yendol-Hoppey, Professor & Dean, College of Education and Human Services, University of North Florida
A partnership of shared responsibilities in supporting student teachers between a university and a school district enhances the districts capacity to retain quality teachers. The lessons learned in such collaborations can become a research supported pathway for school districts in major cities across the country. Hopefully the work found in this text will continue and new understandings will emerge that will guide teacher preparation programs. -- William D. Keilty, Clinical Supervisor, Hamline University, St. Paul, Minnesota

Author Bio

Sharon Iorio, Ph.D., is Professor of Communication and Dean Emerita of the Wichita State University College of Education. She began her 28-year academic career as a teacher of high school history, English, and journalism and through the years was also a researcher, author, consultant, and speaker with focus on the areas of communication and curriculum development.