PurposeThis article examines how socio-spatial perspectives can inform school development in contexts marked by educational inequality and how collaboration between educational research and school practice can be organised as sustainable school-university partnerships.Design/methodology/approachThe article combines a conceptual discussion of research–practice collaboration with empirical insights from a modular workshop process implemented within the German research and development programme Schule macht stark. The workshop format integrates socio-spatial analysis based on small-scale contextual data with participatory explorations of local environments conducted by students. Methodologically, the collaborative process follows the logic of design-based research and draws on conceptual perspectives from research–practice partnerships and boundary work.FindingsInitial findings indicate that school actors often interpret their socio-spatial contexts primarily through deficit-oriented perspectives. The joint interpretation of contextual data and students' experiences within the workshop setting contributes to more differentiated understandings of local environments and stimulates reflexive professional learning processes among educators. At the same time, the results suggest that structured collaboration between researchers and practitioners can support the development of context-sensitive strategies of school development in socio-spatially disadvantaged environments.Originality/valueThe article contributes to current debates on research–practice collaboration by linking socio-spatial perspectives on educational inequality with a conceptualisation of co-construction as a guiding principle for school-university partnerships. Based on the empirical and conceptual analysis, five principles for organising sustainable co-constructive collaboration between research and school practice are proposed.
Purpose This study reports on a professional development school (PDS) partnership examining the effects of UFLI Foundations: An Explicit and Systematic Phonics Program (Lane & Contesse, 2022) on Tier 2 reading interventions with at-risk second-grade students in an urban elementary school. Design/methodology/approach In this study, both the intervention group and comparison group were provided with instruction aligned to the science of reading (SoR). Participants included 52 second-grade students from a single school district, who received either UFLI Foundations (n = 29) or district curriculum (n = 23). Universal screening measures of oral reading fluency (ORF), correct letter sounds and nonsense word reading skills were collected at fall, winter and spring time points. Mixed between-within subjects analyses examined growth patterns and intervention effects across three reading measures. Findings Significant main effects of time were observed across all measures, indicating overall student growth. A significant Time × Intervention interaction emerged for ORF, with UFLI students demonstrating steeper growth. The UFLI group demonstrated a statistically significant 17.5 words correct per minute growth advantage over the district group, while both groups demonstrated similar patterns of improvement in letter-sound correspondence fluency and nonsense word fluency. Practical implications Implications are discussed for strengthening multi-tiered systems of support (MTSS) through consistent intervention design and implementation, sustained teacher learning and school–university partnerships that foster both student achievement and professional growth. Originality/value Findings highlight the potential of structured, evidence-aligned Tier 2 curricula to improve reading outcomes, while underscoring the value of PDS-based professional development during implementation.
Purpose This study examined the impact of a university–school partnership professional development (PD) model designed to help Florida K–12 educators meet the state's new 40-h reading instruction requirement for recertification. The initiative aimed to deliver accessible, evidence-based, and discipline-relevant PD through a fully asynchronous online course focused on differentiated reading instruction. Design/methodology/approach A mixed-methods design integrated quantitative and qualitative data from 22 participants (14 matched pre/post) in a large Florida district. Quantitative data from Likert-scale surveys were analyzed using the Wilcoxon signed-rank test. Qualitative responses were thematically coded to identify participants' experiences of relevance, flexibility, and credibility of partnership. Findings Results showed statistically significant improvements in understanding differentiated reading instruction (p = 0.001), awareness of reading strategies (p = 0.002), confidence in implementation (p = 0.003), preparedness to integrate strategies (p = 0.004), and knowledge of assessing reading needs (p = 0.018). Qualitative findings highlighted the PD's relevance, time flexibility, and perceived university credibility. Research limitations/implications The small sample size and single-district context limit generalizability. Participation was voluntary, introducing potential self-selection bias among teachers already motivated or comfortable with online learning. Findings rely on self-reported survey data, which may be influenced by response bias. Because the PD was fully asynchronous, the study could not account for variations in participant engagement or implementation. Additionally, the short pre/post timeframe did not allow examination of long-term changes in instructional practice or student outcomes. These limitations suggest caution in extending the results beyond similar district contexts and short-term professional learning experiences. Practical implications The findings suggest that asynchronous, collaborative PD is a scalable and cost-effective approach for fulfilling mandated professional learning without compromising quality or teacher autonomy. Originality/value This study demonstrates how asynchronous, partnership-based PD can effectively meet policy mandates while supporting authentic professional learning. The model underscores the potential of university–district collaborations to enhance accessibility, teacher engagement, and instructional capacity in literacy.
Purpose This study investigates how leadership turnover influences trust dynamics and collaborative effectiveness within Research-Practice Partnerships (RPPs), specifically examining a nine-year, equity-focused CSforALL initiative in K–8 education. Design/methodology/approach Using a qualitative approach informed by grounded theory, this study drew on in-depth semi-structured interviews and focus groups with 31 diverse stakeholders, including principals, academic directors and project leadership. Data were systematically analyzed to identify themes related to trust and turnover impacts. Findings The analysis identifies three mechanisms through which leadership turnover reshaped trust within the partnership: (1) the loss of institutional memory and relational bridges, (2) the proceduralization of collaboration and (3) the repositioning of researchers from collaborative partners to external actors. Together, these mechanisms illustrate how leadership transitions alter the relational and organizational conditions under which trust is built and sustained, leading to shifts in communication, access and coordination across the partnership. Research limitations/implications The study is limited to one specific initiative, suggesting a need for comparative studies across diverse contexts to enhance generalizability. Practical implications The findings suggest the importance of developing distributed leadership structures, establishing onboarding processes for new leaders and investing in relational infrastructure to sustain collaboration during periods of transition. Originality/value This study contributes to the RPP literature by moving beyond descriptive accounts of turnover to identify the underlying mechanisms through which leadership transitions reshape trust and collaboration in long-term partnerships.
Purpose This study examines notions of sustainability in professional development schools (PDSs) through a critical, project-based (CPB) clinical model that challenges conventional concepts of sustainability in school–university partnerships (SUPs). Rather than focusing on structural SUP elements like formalized agreements or stable funding, the authors explore sustainability as an iterative process enacted through boundary-spanning activities that prioritize impact and mutual benefit for all participants. To this end, the authors propose a series of metaphors that help reconceptualize these more responsive PDS models. Design/methodology/approach This multiple case study analyzed qualitative data from four preservice teacher/school-based teacher educator pairs participating in the secondary education “Problems of Practice” CPB clinical experience. Examined through thematic analyses, data sources included pre-/post-surveys, observation logs, and interviews with eight participants. Findings Three key themes emerged: mutual growth, mutual goals, and relationship-based mentor selection. In the discussion, we examine these themes – alongside formalized “Essentials” of PDS sustainability – to propose illustrative metaphors for PDS sustainability. Originality/value This study reconceptualizes PDS sustainability by challenging intensification and scalability as primary metrics, instead emphasizing responsive, relationship-based interventions. While not discrediting other PDS formats, the CPB model offers an alternative pathway to sustainable partnerships that honors educators' authentic needs while resisting neoliberal demands for replicability and standardization that often undermine boundary-spanning collaboration. Recognizing the potential of metaphors to crystalize complex ideas, the authors propose analogies to guide the development of novel PDS initiatives and better communicate with diverse partners.
Purpose This study examines the role of authentic partnerships between a Historically Black College/University (HBCU) Educator Preparation Program (EPP) and three diverse school districts in supporting culturally responsive teacher preparation. It investigates stakeholder perceptions of partnership quality, identifies non-negotiable elements, and examines how improvement science can guide continuous collaboration and program refinement. Design/methodology/approach Using an exploratory sequential mixed-methods design, the study surveyed 15 stakeholders across rural, suburban, and urban districts. Qualitative responses were analyzed thematically, followed by quantitative analysis of partnership priorities. The improvement science framework guided iterative inquiry through plan-do-study-act (PDSA) cycles to refine partnership practices. Findings Stakeholders identified high-quality mentor teachers and teacher candidates as non-negotiable for authentic partnerships. However, they prioritized instructional materials, data governance, and professional development as the areas needing improvement. Qualitative responses emphasized shared goals, transparency, and culturally responsive pedagogy. A key tension emerged between the traditional EPP curriculum and district expectations, with districts favoring curriculum implementation over lesson planning. The study found that authentic partnerships must be co-constructed, context-specific, and continuously refined to align institutional values with district needs. Research limitations/implications The small sample size limits generalizability but offers rich, context-specific insights. Findings inform how HBCU EPPs can align curriculum, professional development, and governance structures with district needs while maintaining culturally responsive commitments. Future research should include longitudinal and comparative studies across multiple HBCU partnerships. Practical implications The study offers actionable strategies for strengthening HBCU EPP partnerships with school districts. Recommendations include developing memoranda of understanding that align curriculum and professional development, establishing governance structures for data sharing, and creating culturally responsive mentoring systems. EPPs should reframe curriculum preparation to emphasize the implementation and differentiation of instructional materials. These practices support sustainable teacher pipelines, improve candidate readiness, and ensure culturally responsive pedagogy remains central to partnership work. Social implications Authentic partnerships with HBCUs are essential to addressing the national shortage of Black teachers. These collaborations foster culturally proficient educators who positively impact diverse student populations. The study highlights the need for shared values, reciprocal communication, and culturally responsive mentoring to sustain equitable educational outcomes. Originality/value This study uniquely centers an HBCU EPP's partnership model across varied district contexts, emphasizing culturally responsive pedagogy as non-negotiable. It applies improvement science to partnership development, offering actionable strategies for co-constructing sustainable, equity-driven teacher preparation pipelines.
Purpose This article aligns with two NAPDS Essentials: A Comprehensive Mission and Professional Learning and Leading. This paper aims to help education consultants, educators and other individuals who engage in professional development work in schools, particularly schools that educate Black and Brown students and other students of color, by presenting a decolonial school–university partnership (SUP) framework. Design/methodology/approach In this conceptual article, the authors discuss a SUP that prioritized reciprocity, mutuality and situated the university partner as a learner first before any professional development was created and engaged with educators. The authors offer two counternarratives of SUPs illustrating what relationships and service might look like within decolonizing SUPs. Findings Decolonizing SUPs are grounded in love, understanding, care, empathy, commitments to humanization. They are also responsive to and build upon the strengths, cultural knowledge and characteristics of school partners. Originality/value NAPDS’ (2021) commitment to equity, anti-racism and social justice in the Nine Essentials represents significant progress toward creating socially just schools where all students are able to thrive. An important component of realizing and enacting these commitments, however, is also recognizing the roots of inequity and racism and how those roots live within us as individuals and the policies, practices and taken-for-granted ways of being embedded within our institutions. This paper offers frameworks for how we might approach decolonized university–school partnerships. It also presents implications for how decolonizing SUPs requires shifts in mindset and positionality for external partners.
PurposeAs schools, universities, and policymakers seek sustainable ways to improve literacy outcomes, this article provides a foundation for continued innovation, collaboration, and shared learning between schools and university faculty. This adaptable, conceptual model integrates both instructional and relational elements, encouraging schools and universities to view partnerships not as short-term projects, but as sustainable systems of professional learning and improvement.Design/methodology/approachThis proposed plan for sustainability between university faculty and schools is designed to be replicable across K-12 systems and higher education contexts. University faculty members collaborated with teachers to design, administer, and analyze literacy assessments, while also facilitating team meetings where educators discussed student data and identified instructional implications. The conceptual framework guiding this work emphasizes co-ownership of learning and reciprocal professional collaboration between university faculty and educators. This framework positions data analysis as a shared practice for continuous improvement, fostering a sustainable and adaptable structure that supports and responds to students and teachers.FindingsFindings indicate that when educators and university faculty shared ownership of data analysis and engaged in ongoing cycles of inquiry, instructional decision-making became more intentional, adaptive, and responsive to student needs. The development of the use of literacy data, coupled with resilience-building practices such as reflective dialogue using structured protocols and instructional walkthroughs, contributed to a culture of trust and continuous improvement. The partnership between schools and universities offers new opportunities for sustained collaboration focused on mutual benefit and long-term sustainability.Research limitations/implicationsFor research, future studies would benefit from empirically testing and refining the model across varied K-12 contexts to examine long-term impacts on literacy outcomes and teacher learning. Additional research could also explore how university faculty apply insights gained through school partnerships to enhance instruction for pre-service teachers.Practical implicationsFor practice, the framework and model are beneficial for both K-12 educators and university faculty. The partnership between schools and universities offers new opportunities for sustained collaboration focused on mutual benefit and long-term sustainability. Educators who participated with university faculty received targeted support that enabled them to engage more deeply with data and its instructional implications. In turn, university faculty were able to integrate these experiences into their own teaching, better preparing pre-service teachers through exposure to authentic data analysis procedures and protocols.Social implicationsFor policy, this model and framework offer potential guidance for policymakers seeking to invest in relational capacity and data-use infrastructures. By emphasizing relationships and the use of literacy data, the framework aligns with policies that promote sustainable approaches to data use.Originality/valueThis paper identifies a need to study an innovative conceptual model of a university-school partnership designed to support literacy improvements through collaborative data collection, interpretation, and use. This model emphasizes structured agreements and partnership practices that promote resilience and collective growth among school teachers and university faculty.
Purpose School–university partnerships are widely promoted as vehicles for simultaneous renewal, yet leaders often lack conceptual tools for examining how coherence for learning is actively constructed across institutional boundaries. The purpose of this paper is to introduce and elaborate on the Organizational Learning Core (OLC) and its extension, the Simultaneous Renewal Learning Core (SRLC), as heuristics for making visible the leadership, learning, and coherence-building work required to organize SUPs as learning-centered systems rather than as collections of aligned activities. Design/methodology/approach This paper adopts a conceptual–analytic approach that theorizes practice through illustrative scenarios rather than reporting empirical findings. Drawing on organizational learning, coherence theory, and Complexity Leadership Theory, the paper uses analytically constructed scenarios to “open the glass box” of partnership work, making visible how shared learning priorities, distributed leadership, learning-oriented followership, and horizontal and vertical coherence interact under partnership conditions. Findings The analysis shows that coherence in SUPs is not achieved through alignment alone but is actively constructed through shared sensemaking, boundary-spanning inquiry routines, and learning-oriented participation across roles and institutions. Extending the OLC to the SRLC highlights how negotiated authority, parallel accountability systems, and relational leadership practices shape learning across autonomous organizations. Problems of practice function as generative sites for inquiry, with coherence emerging through both sustained redesign and productive engagement with unresolved tension. Practical implications For partnership leaders and teacher educators, the OLC/SRLC provides a design and reflection heuristic to move beyond transactional collaboration toward partnerships organized as learning systems, focusing attention on who learns, what learning is prioritized, and how leadership and followership interact to support learning under conditions of complexity. Social implications By foregrounding coherence for learning and shared responsibility across institutions, the SRLC supports the development of more responsive and sustainable educator preparation and professional learning systems that better serve teachers, schools, and students. Originality/value This paper advances partnership scholarship by extending coherence theory into cross-institutional systems and contributing to leadership studies by centering learning-oriented followership as a condition for coherence. The SRLC offers scholars a conceptual tool for analyzing how learning is organized across institutional boundaries and provides practitioners with a heuristic for designing and reflecting on partnerships organized for simultaneous renewal over time.
Purpose Examining school-based teacher educator development in a specific context, we highlighted the position of p-12 school-based teacher educators and their development over time and positionality. Design/methodology/approach Through phenomenological case study of these p-12 school-based teacher educators, we identified influences on school-based teacher educators where these clinical teacher educators moved from reliance on support structures to leading within these structures. Findings Participants identified points contributing to their growth as teachers, teacher educators and their development of professional agency in their roles as school-based teacher educators. Mentoring first, co-liaising and trusting relationships were key to their development. Research limitations/implications Inquiring into key influences affecting the development of p-12 school-based teacher educators, we found that structured mentoring through multiple roles in clinical teacher education supported their evolution as leaders of clinical practice in teacher education within their p-12 school sites and at the university. Originality/value The position of Liaison-in-Residence is highly unique in School-University Partnerships; thus examining their development is significant to the context of S-UPs.
PurposeIn this paper, we offer the reflections of our work as researchers engaged in research–practice partnerships (RPP). We examine the reasons for engaging in RPPs and challenges to the sustainability of a P-12 and a higher education RPP situated along the US-Mexico border.Design/methodology/approachThis study used duoethnography as the methodology. As researchers engaged in RPPs for the past 5 years, we engage in conversations about our experiences around this work, focusing on two questions: (1) why do we engage in RPP work? and (2) what have been the challenges in developing and sustaining our RPPs?FindingsThe conversations illustrate how borderland identities and community-rooted commitments shape the researchers' motivations and promote relational, equity-centered approaches to collaboration. Through shared decision-making, intentional role negotiation, partners cultivated trust, reduced hierarchical barriers and co-constructed meaningful agendas. At the same time, structural constraints, including time scarcity, institutional logics, shifting priorities and uneven participation, posed challenges to authentic collaboration and long-term sustainability. This work demonstrates that creating and sustaining partnerships is dynamic, non-linear and requires ongoing learning and reflexivity.Originality/valueThis study surfaces nuances in what the research shows are best practices of RPPs, particularly around issues of equity and sustainability. Our findings contribute to narrowing the gap that exists when organizations such as universities and P-12 school systems, with distinct cultures and institutional logics, collaborate. This work is also a contribution to the growing research that points to the role that researcher positionality and self-study incorporating reflexivity play in the effectiveness and longevity of RPPs.
Purpose This study examines pathways individuals follow from paraeducator to teacher, focusing on Paraeducators of Color and Indigenous Paraeducators (PCIP). The purpose was to generate data-driven evidence to support university and district leaders in designing sustainable, equity-centered strategies to recruit, prepare and retain a more diverse teaching workforce amid ongoing shortages and turnover. Design/methodology/approach Using longitudinal administrative data from three large urban school districts between 2007 and 2022, we conducted descriptive and regression analyses to identify demographic, educational and contextual characteristics associated with PCIP movement into teaching positions. Findings PCIP were more ethnoracially diverse than the teacher workforce, one in six held a bachelor’s degree and nearly one-fifth had an existing teacher certification. Certification attainment strongly predicted promotion into teaching roles. These findings highlight the untapped potential of paraeducators as a key source of ethnoracially diverse teachers and provide a template for creating data informed evidence to support district–university partnerships. Practical implications Findings provide actionable insights for university and district leaders to design inclusive certification supports, mentorship systems and recruitment pipelines for paraeducators. The results also inform policymakers seeking to sustain and fund partnership-driven workforce diversification initiatives. Originality/value This study contributes to the limited empirical research on paraeducator-to-teacher pathways and adds findings relevant to districts in urban geographic contexts facing staffing shortages. Results demonstrate how reciprocal collaborations between higher education and K–12 districts have potential to inform local hiring and preparation pathways.
Purpose This paper examines two unconventional leadership partnerships in under-resourced contexts: Portland's district–university Future Principals Program and Pune's NGO-led School Leadership Academy. It compares how partnerships, adult-learning design, and equity commitments build practice-ready pipelines responsive to local needs, and distills lessons for flexible, culturally situated alternatives to traditional preparation.Design/methodology/approachI use a comparative case analysis. The paper centers (1) partner roles and governance/finance, (2) andragogy (job-embedded projects, coaching cohort problem-solving) and (3) translation of equity into instructional and organizational decisions. Context – district constraints, public–private partnership (PPP) conditions and licensure – guides transferability, highlighting design choices that link university expertise to school problems or rely on NGO agility when university capacity is limited.Findings Despite differing structures, both models emphasize practice-anchored learning, coached leadership work and cohort supports, centering culturally responsive, equity-oriented leadership and yielding early placements. Scalability hinges on governance/financing, the university's role, candidate profiles and pacing. Lessons: define “school” and “university” flexibly, design financing up front, and align preparation with local cultural–political contexts in high-need settings.Originality/value The study extends partnership discourse beyond conventional university-centric programs, offering a pragmatic template that travels across public, district and PPP ecosystems. By specifying shared design logics and contextual contingencies, it shows how systems can prototype credible, equity-anchored leadership pathways quickly – without sacrificing rigor or cultural fit – thereby strengthening local capacity where traditional pipelines are misaligned or absent.
PurposeThis paper develops a sustainability-by-design framework for school–university partnerships (SUPs) based on the case of the Teaching Clinic (TC), a research-based service-learning (RBSL) SUP. We use the TC's history of scaling and forking to reflect on the framework's sustainability. We argue that sustainability is best understood as a partnership's capacity for adaptive resilience: the ability to remain functional, equitable and generative under changing conditions, rather than merely persisting over time or securing ongoing funding.Design/methodology/approachWe present a conceptual synthesis of the TC's design architecture, collaboration routines and documented implementation lessons across several countries and educational systems from 2019 to 2026. We treat the TC as a modular boundary-spanning infrastructure comprising roles, routines and boundary objects that reduce transaction costs and support continuity beyond individual actors. We position the TC within the broader landscape of research–practice partnerships, professional development schools and existing sustainability frameworks, drawing on comparative design knowledge generated through multiple adaptation and scaling waves of the TC.FindingsWe propose (i) six TC building blocks that should remain invariant when scaling, (ii) an “interface” logic that specifies which elements can be adapted without diluting the partnership mechanism and (iii) a six-lever sustainability-by-design framework (reciprocal value, support in-frastructure, governance and role clarity, adaptive modularity, recruitment pipeline and trust and legitimacy) that supports partnership durability and transferability. We discuss equity mechanisms embedded in the model's design and identify persistent limitations, including facilitator dependency and quality variation across projects.Originality/valueThe paper contributes an actionable, leader-facing framework for scaling SUP models internationally without losing conceptual coherence. It advances comparative insight by distinguishing between what must remain stable and what can be localised, offers a definition of sustainability centred on adaptive resilience rather than funding or longevity alone, and critically examines the TC's limitations alongside its affordances.
Purpose The purpose of this paper is to describe how a school district–university partnership was sustained following the unexpected termination of federal grant funding. Drawing on mutualism as a lens for school and district–university partnerships, this paper explores how shared leadership, relational commitment, and problem-solving practices sustained our partnership during a period of disruption, termination, and beyond. Design/methodology/approach We used a reflective, storytelling approach to describe the journey of a district–university teacher residency partnership. Drawing on semi-structured interviews with university and district leaders, along with project leadership reflections, we highlight leadership decisions and partnership responses across key inflection points during the project. This approach allowed us to document how the partnership was established, navigated the abrupt loss of grant funding, and adapted to sustain its work. Findings A strong relational foundation established prior to the funding disruption enabled our partnership to respond collectively and adaptively during a period of uncertainty. Shared vision, transparent communication, and people-centered leadership fostered collaboration and supported the co-construction of a reformulated pathway forward for residents. Rather than weakening under pressure, the partnership deepened, resulting in revised agreements, reallocated institutional resources, and sustained support for residents. Originality/value Our work contributes to an underexplored area in the literature by illustrating how one district–university partnerships endured following abrupt funding loss. By foregrounding sustained commitment, relational trust, and intentional collaboration, we offer practical insights for building resilient, sustainable partnerships that extend beyond the life of external funding.
This study examined the effectiveness of university faculty, internship supervisor, and mentor teacher support practices for teacher candidates completing the Educative Teacher Performance Assessment (edTPA) at a small, faith-based private university in a mid-Atlantic state to determine: (1) what strategies did the teacher candidates utilize during their internship to successfully complete the edTPA, (2) what preparation (coursework or otherwise) did the teacher candidates have that supported them in successfully completing the edTPA, (3) what support provided by the university faculty, mentor teachers and/or university supervisors best supported the teacher candidates to successfully complete the edTPA and (4) how could the university faculty, mentors or university supervisors better support teacher candidates through the edTPA process? The study explored the effectiveness of these supports through quantitative survey data (n = 42), open-ended responses on the survey (n = 34), and qualitative interviews with four top-performing candidates across various content areas. Results indicated that candidates benefited from structured timelines, asynchronous course modules, synchronous discussions, and access to sample portfolios. However, challenges such as time constraints, complex edTPA language and limited instructor feedback were reported. While candidates found faculty, mentor teachers and university supervisors to be instrumental in their success, recommendations emerged for enhanced feedback mechanisms, increased peer collaboration opportunities and earlier exposure to edTPA-related coursework. The sample size on this mixed-methods study was small, with only a percentage of available teacher candidates completing the end-of-course survey, as it was not mandatory, and only four interviews were conducted. Future research is needed with a larger sample size to be able to investigate relationships between preparation, time spent and edTPA scores. Additionally, the two authors of this study were the edTPA course instructors, which could potentially lead to bias, although it should be noted that both instructors interviewed teacher candidates, and both were involved in independent analysis of data, to limit potential bias. This study can serve as a practical guide for university faculty, university supervisors and mentor teachers supporting teacher candidates through edTPA, with actionable recommendations based on the perspectives of teacher candidates who have successfully completed their portfolios. This study emphasized the collaborative nature of supporting teacher candidates through edTPA by partnerships between mentors, supervisors and faculty as an effective means to optimize teacher candidate success on edTPA. The study highlighted the importance of targeted instructional strategies in supporting teacher candidates through edTPA, offering insights for improving institutional edTPA preparation practices. This study contributes to the literature by offering insights from teacher candidates' perspectives and providing concrete recommendations for optimizing support structures in educator preparation programs implementing edTPA, including the critical role that partnerships with faculty, mentor teachers and supervisors together have in supporting teacher candidates.
In this paper, our primary objectives are twofold. First, we aim to contribute to understandings of how school–university partnerships are built across geographic contexts in ways that support university-based researchers to engage collaborative designs for learning with teachers. In particular, we hope to provide insight into partnership building with rural districts that may navigate constrained access to context-specific professional development (PD). Second, we seek to understand the role played by state policy mandates in how our school–university partnership unfolded over time. Our partnership with rural elementary teachers was informed by two main tools: first, a design called Learning Labs (LLs), which provided a way to collaborate with teachers across a cycle of instruction and second, a routine known as a Teacher Time Out (TTO), which allowed for pausing during instruction for teachers to deliberate and make decisions in the moment that honor students’ knowledge, ideas and responses. Using a qualitative, iterative coding process, we analyzed data sources including interview transcripts, field notes and PD artifacts to explore how elementary teachers and university researchers went about building partnership across geographic contexts. The main finding of this paper is that important tensions emerged between what administrators, researchers and teachers expected of partnership and of PD. Administrators, pressured by state policy mandates, tended to view PD as a way to address supposed gaps in teacher knowledge about the Science of Reading (SOR). Researchers asserted a vision of PD as a close, collaborative, constructivist activity where expertise is distributed across all partners. Teachers were left in the middle of these shifting visions for PD, expressing the hope that partnership with researchers would simply help them improve their teaching practice. The body of research known as the SOR has inspired legislation across the U.S., shaping the curriculum schools select, the way teachers are trained and more. In this case, the SOR also shaped how university-based researchers and practitioners conceived of and went about working with one another. Therefore, we suggest that future studies of SOR policy implementation might benefit from considering the themes of this inquiry, especially the finding that a school-university partnership was impacted by and implicated in the intensive policy context that currently surrounds U.S. elementary reading education. Practically, we urge researchers partnering with in-service teachers to adopt a mediating role between state-required reading education mandates and the teachers and administrators who feel pressure to comply with them. In this inquiry, taking on a mediating role allowed us to make transparent ways in which programs like our partner school’s curriculum can defy the neat categories of “effective” versus “ineffective” that often accompany SOR dialogue. Such transparency is a crucial step in collaborating with teachers, advocating for teachers and joining them in better understanding the implications of policy for everyday practice. Analyzing our processes for building partnership brought to the surface tensions between what we, administrators and teachers hoped literacy PD could achieve. By enumerating some of those tensions, we also elaborate on the tension between the need to position teachers as knowledge-holders in their own right, and an era of SOR reform that that implicitly positions teachers as in need of intervention or remediation. Understanding these issues and how they manifested in our work at a rural school can contribute to the field’s knowledge of creating, sustaining and studying school-university partnerships against the backdrop of intensive state policy.
