Purpose The paper aims to examine the impact of an 11-month professional development program for a small sample of Head Start preschool teachers who were part of a dyadic coaching relationship. Design/methodology/approach The paper implemented a quantitative approach, using data from a pre- and post-surveys. Findings Using the results from the surveys, the findings suggest that the participants learning alongside a coach made greater gains in self-efficacy for planning and implementing STEM instruction. Research limitations/implications Due to the small sample size, results should be interpreted with caution. Originality/value This paper fulfills an identified need by exploring impactful alternatives to traditional professional development models for preschool teachers.
PurposeThe purpose of this viewpoint article is to share reflective narratives of school–university partnership collaborators on the benefits of integrating the pedagogical practice of noticing and wondering and the Noticing and Wondering Protocol into their professional roles, learning, and growth.Design/methodology/approachThis article is a reflective paper in which the perspectives of various individuals engaged in school–university partnerships are presented to show how they integrate the practice of noticing and wondering within their contexts. Reflective narratives from two teacher educators, one teacher candidate, one teacher, and one school administrator are shared, highlighting their use of and reflections on the pedagogical practice of noticing and wondering and the Noticing and Wondering Protocol.FindingsAcross the various partners and contexts, the practice of noticing and wondering, along with the Noticing and Wondering Protocol, has allowed for rich discussions on instructional practices and student learning. Noticing and wondering have provided partners with a common data collection tool, a pedagogical tool for teaching and learning, and a practice and protocol for collaboration and reflection.Originality/valueDeveloping a reflective and responsive approach to professional learning, for both promising and practicing educators and administrators, is critical for creating innovative and effective learning communities. Through the practice of noticing and wondering and the use of the Noticing and Wondering Protocol, a common lexicon and practice can span across various roles and contexts within a school–university partnership, allowing for collaborative inquiry and professional growth.
PurposeThis descriptive case study examines how an apprenticeship-aligned teacher residency seminar supports teacher candidates' professional growth through co-planning, structured coaching, and reflective practice. The study investigates how routines such as the POP Cycle, walk-throughs, and collaborative goal-setting develop instructional clarity, differentiation, and culturally responsive pedagogy while strengthening reciprocal mentor–candidate learning within diverse school contexts.Design/methodology/approachUsing a qualitative descriptive case study design, the research focuses on a university-led residency seminar embedded within a year-long clinical placement across three partner districts. Participants included 24 teacher candidates and 18 mentor teachers in five elementary schools. Data sources included POP Cycle documents, supervisor field notes, co-planning logs, goal-setting artifacts, and end-of-semester reflections. Thematic analysis was conducted collaboratively using inductive coding, triangulation across data types, and iterative consensus-building to enhance trustworthiness.FindingsFindings show that structured co-planning, iterative feedback loops, and reflective routines contributed to growth in instructional planning, differentiation, assessment use, and culturally responsive teaching. Candidates reported increased confidence in classroom management and equity-driven instructional decision-making. Mentor teachers also described reciprocal learning that strengthened their own practice and reinforced a collaborative professional culture. Time constraints and variable communication across campuses emerged as persistent implementation challenges.Practical implicationsThe study offers actionable guidance for embedding apprenticeship structures within residency programs, including the intentional use of coaching cycles, goal-setting templates, protected co-planning time, and mentor supports that promote scalable, equity-centered clinical preparation.Originality/valueThis study provides a context-specific illustration of how apprenticeship-based structures can bridge theory and practice within clinically rich preparation programs. It highlights the reciprocal and equity-oriented benefits of residency seminar design and offers a replicable framework for strengthening teacher development through structured, collaborative learning.
PurposeThis convergent mixed-methods study identifies effective strategic staffing practices that districts currently use to support paid residencies and examines the benefits these models provide for both residents and districts. This study seeks to identify opportunities to strengthen and scale sustainable residency models.Design/methodology/approachThis study collects data from five districts partnering with one university in a year-long teacher residency program. The researchers integrate qualitative data from focus group interviews with quantitative data from multiple-choice and scaled survey items. Using a convergent analysis approach, the study identifies themes aligned with the research questions and compares patterns across data sources.FindingsParticipants in this study overwhelmingly report positive perceptions of paid residencies and the strategic staffing models that support them. The integrated analysis of qualitative and quantitative data yields five key themes: (1) strategic staffing models as organizational innovation, (2) contributions to campus operations, (3) development of teacher versatility and readiness, (4) increased commitment through compensation, and (5) infrastructure needed for sustainability.Originality/valueThis study examines district-level strategic staffing practices for paid teacher residencies, identifying replicable models and sustainability considerations that offer actionable guidance for districts, educator preparation programs, and policymakers.
PurposeTaught in a P12 school, an embedded preservice education course provides a uniquely contextualized learning experience by leveraging the resources of the host school to integrate preservice teachers into the culture of the host school. This article presents the development, structure and impact of an embedded middle-level social studies methodology course as part of a formal school-university partnership over a three-year span of time.Design/methodology/approachPresented through four reflective vignettes, this article documents the experience through the perspectives of the professor of the course, a social studies teacher at the school, the principal at the school and a former student in the course.FindingsThrough the creation of reflective vignettes, we were able to consider how, through the use of a structure using characteristics of a professional learning community, the embedding of the social studies methodology course provided authentic and responsive learning for both preservice teachers and the teachers in the social studies department. By intentionally positioning preservice teachers and teachers to interact as colleagues, the embedded course increased the sense of ownership and professionalism for all participants.Originality/valueUnique to our embedding of a social studies methods course was the inclusion of teachers from the partner school as both leaders and learners. Through documenting our four perspectives, we demonstrate how the course positioned preservice teachers to feel like a part of the school and offered teachers opportunities for growth.
PurposeThis mixed-methods study investigated how participation in book studies impacted future literacy leaders' perceptions of their use of literacy-related instructional practices and literacy leadership skills in facilitating literacy-related professional development.Design/methodology/approachParticipants included elementary school teachers who were also graduate students at a Teacher Leadership Academy as part of a school-university partnership. Throughout three graduate classes, participants engaged in book study groups, reading professional books related to effective literacy practices. Class sessions included teacher-led discussions of key takeaways, reading the same text and then mixing to converse with others who read different titles. Finally, participants identified a strategy to incorporate and reflect on within their own practices. Following the graduate courses, participants completed a survey that included two demographic questions, 16 Likert scale items, and six open-ended questions.FindingsResults indicated that participants perceived an increase in their knowledge of literacy research and practice because of their participation in the book study groups, and an increase in their self-efficacy to facilitate literacy-related professional development.Originality/valueThe results showed that the use of book study groups has the potential to impact the leadership of future literacy leaders. This study capitalized on the research-based value of book studies as a professional learning tool, yet extended the framework using a jigsaw book study format. While the sample size is small and not generalizable, the results demonstrate promise and warrant further research.
PurposeThe Reflection and Engagement Guide (REG) was developed to facilitate weekly conferences between school-based teacher educators (SBTEs) and teacher candidates. Influenced by cognitive apprenticeship theory, conversational frames (Long et al., 2013), Danielson's Framework for Teaching and the Educative Teacher Performance Assessment (edTPA), the REG is grounded in the concept of a third space (Zeichner, 2010). It bridges the gap between university coursework and clinical practice by offering structured, reflective prompts that connect theoretical concepts to practical teaching experiences. By positioning weekly conferences as hybrid spaces where academic and practitioner knowledge intersect, the REG fosters professional relationships, promotes open communication and supports meaningful reflection.Design/methodology/approachThe development of the REG was influenced by various sources, including cognitive apprenticeship theory, conversational frames by Long et al. (2013), Danielson's Framework for Teaching and the edTPA.FindingsThis article does not include research findings; rather, it describes the research that underpins the creation of the REG.Practical implicationsBy sharing the process of the REG's creation and implementation, this work offers valuable insights for teacher educators and educator preparation programs interested in developing or adopting similar tools. Ultimately, the REG aims to enhance the quality of clinical mentorship and strengthen the connection between theory and practice in teacher preparation.Originality/valueThe REG is unique in its integration of multiple frameworks into a single, coherent structure that has not been previously implemented in this format. It addresses topics central to teacher education while aligning with national performance expectations, providing both consistency and depth across diverse preparation contexts.
PurposeThe purpose of this study was to explore in-service and pre-service teachers’ experiences in a shared professional development experience called learning walks within a professional development school (PDS) model. The learning walks created opportunities for pre-service and in-service teachers to visit classrooms, observe teaching in action and reflect together in open, supportive conversations about what was working well.Design/methodology/approachA qualitative, observational case study approach was used to examine a group of eight pre-service and eight in-service teachers’ interactions as they participated in an eight-week professional development activity called learning walks. This research design offers the ability to observe the conversations and relational phenomena between participants in their natural (i.e. school) setting and to gain greater understanding of the context of their interactions and experiences (Bogdan & Biklen, 1998). Additionally, the observational case study design afforded insights into relational interactions that interviews or individual surveys could not provide. The data revealed all eight in-service and pre-service teachers were positive about their participation in the learning walks and expressed favorable perceptions about the process.FindingsFindings from this study suggest learning walks contributed to (1) collegiality and countervailing power strategies; (2) collaboration and collective cognition; (3) enhanced interpersonal skills and (4) workplace positivity and strength-based mindsets.Originality/valueAs professional development schools continue to be used to promote school-university partnerships, initiatives such as learning walks may serve as a powerful initiative for reimagining how classroom teachers and future educators can learn from and with each other.
PurposeThis article’s purpose is to describe two professional development school (PDS) liaisons’ processes of collaborating with local PDS schools to meet the goals and needs of the various stakeholders while strengthening the PDS partnership.Design/methodology/approachThis qualitative descriptive study involves the authors recounting and reflecting on events, documents and interactions that occurred while reestablishing their PDS partnerships and managing them over five years each. They interpret ways that various stakeholders articulated, negotiated and enacted goals in service of their positions in the partnership while navigating tensions and building more cohesion.FindingsThis article provides insights and ideas for how to relaunch and strengthen PDS partnerships and build collaboration within potentially tenuous partnerships with changing and newer leadership. This is best accomplished through articulating goals and measures of success for each stakeholder as well as defining and embracing shared goals and related goals for “the field of education” and society at large.Originality/valueThis article fulfills an identified need to study how newer school–university partnerships can participate in collaborative decision-making to articulate and accomplish goals for the various stakeholders, thereby strengthening the advantages of the partnership for the preservice teachers and P-12 schools, including students, teachers, administration and families.
PurposeThis paper explores how collaborative leadership in school-university partnerships (SUPs) cultivates a sense of belonging and creates engaged learning communities. By connecting collaborative leadership dynamics with musical metaphors, the paper introduces the collaborative leadership through musical elements (CLME) model as a framework for effective collaboration in SUPs.Design/methodology/approachThe paper synthesizes literature on SUPs and collaborative leadership practices while developing connections to musical elements. The conceptual synthesis method examines jazz ensemble dynamics and popular music themes to illuminate collaborative leadership processes. This framework bridges theoretical foundations with accessible metaphors to enhance understanding of complex collaborative dynamics in educational partnerships.FindingsThe CLME model proposes that SUPs may benefit from structured communication (rhythm), aligned institutional goals (harmony) and adaptability to changing circumstances (improvisation). Practical applications include rhythmic frameworks with integrated communication cycles and feedback loops, harmonic alignment through shared goal creation and cross-institutional bridge-building and improvisational capacity via innovation sessions and pilot programs. These elements translate to student experiences through participation opportunities, mentoring, curriculum enhancement and collaborative leadership modeling. This approach aims to create environments where all stakeholders experience belonging while supporting both individual growth and collective achievement.Originality/valueThe paper offers an innovative approach by using musical analogies from both popular music themes and jazz ensemble dynamics to illustrate collaborative leadership practices in educational partnerships. Our original CLME model presents insights that may inform the development and sustaining of partnerships that foster belonging in SUPs.
PurposeThis study examined the impact of leveraging strategic partnerships with international schools to develop preservice teachers’ cultural competence during their full-time student teaching semester. It examined how international placements fostered practices consistent with culturally responsive pedagogy (CRP) with the goal of encouraging other educator preparation programs to create or strengthen similar initiatives.Design/methodology/approachThis sequential mixed-methods case study drew on data from 25 surveys and five semi-structured interviews. Survey results were analyzed for common themes, which informed the questions for subsequent semi-structured interviews. The interviews provided opportunities for in-depth explorations of participants’ long-term reflections on the impact of their international placements.FindingsThe findings demonstrated the program’s profound and complex impact in strengthening participants’ commitment to CRP and extending towards CSP. This growth was not simply the result of traveling abroad, but rather of intentional partnerships with international schools that celebrated diversity, effectively supported multilingual learners and modeled inclusive practices. These contexts empowered participants to affirm and sustain learners’ identities while also developing the confidence and skills to engage diverse classrooms.Originality/valueMuch of the literature related to preservice teachers’ international experiences is more than ten years old, based on a limited number of programs and/or focused on short-term (2–4 week) faculty-led trips. Additionally, most previous studies gathered qualitative data during or immediately after the experience. In contrast, this mixed-methods study followed up with alumni two to seven years after they completed an eight-week student teaching placement in an international partner school, offering new insights into lasting impact on CRP and extending to CSP.
PurposeIn this study we assess teachers' perceptions of a summer professional development experience aimed at supporting the Next Education Workforce (NEW), a teaming initiative aimed at changing how educators collaborate and respond to student needs.Design/methodology/approachA survey was administered to participants at the end of the professional development experience. Survey items assessed teachers' perceptions of teaming and the key elements of the initiative.FindingsThe findings indicate that overall, the NEW was successful in recruiting schools and teachers who were interested in the NEW initiative and were looking forward to the process of implementing the teaming reform at their schools in the following academic year. Participating teachers were positive about their past teaming experiences and were optimistic about teaming in NEW models.Practical implicationsThe findings reflect the NEW's emphasis on building a constituency for the initiative within schools and providing professional development experiences aimed at supporting its refinement and expansion.Originality/valueThis paper provides empirical findings that highlight the importance of providing teachers with intensive professional development experiences that support their capacities to collaborate around instructional practice.
PurposeThis paper explores the impact of a collaborative consortium among a teacher preparation program, a public school system and an education nonprofit. The consortium aimed to bridge the gap between research-based practices in the science of learning and teacher preparation by fostering shared understanding and application of key instructional strategies.Design/methodology/approachThe consortium engaged representatives from education faculty, public school administrators, teacher leaders, internship supervisors and education researchers in a structured, two-year professional development series. The series focused on two main evidence-based teaching practices: effortful thinking and prior knowledge activation. Participants engaged in workshops designed to introduce, analyze, evaluate and implement these practices collaboratively. Activities were structured using a social constructivist approach, encouraging participants to build shared knowledge and integrate strategies into classroom practice.FindingsThe consortium resulted in enhanced collaboration between the teacher preparation program and the local school system, a unified language around key instructional practices and improved curricular coherence. Teacher candidates benefited from clearer expectations and more consistent application of evidence-based practices during their internships. The shared understanding developed through the consortium contributed to stronger alignment between theory and practice, supporting teacher candidates' readiness for classroom instruction.Originality/valueThis paper demonstrates how intentional, research-driven collaboration can effectively bridge gaps between theoretical learning principles and practical application in teacher preparation. The consortium serves as a replicable model for institutions seeking to integrate science of learning principles into educator training, fostering alignment and coherence across teacher preparation programs and public-school systems.
This article presents the evolution of the third space created through the offering of a preservice education course embedded at a high school within the university’s Professional Development Schools Network. Documented as in the form of a dialogue, this article captures the perspectives of the professor of the preservice course, the instructional coach at the partner school, an administrator at the partner school and a former student in the course. Engaging in the dialogue positioned us to think about the importance of collaboration and trust among stakeholders when embedding a preservice education course at a partner school. Additionally, the embedded course fostered the growth of preservice teachers and practitioners as reflective educators through immersing the course into the culture of the partner school. By documenting the sense of ownership the high school faculty and staff have over preservice teacher education, this article emphasizes the value of long-term collaborative relationships between stakeholders and captures the impact an embedded course can have on teacher and preservice teacher professional development.
Purpose In this article, the authors explore one way that teacher preparation programs and elementary schools can collaborate to enhance science instruction for elementary school learners. This paper provides an overview of a project where a teacher candidate worked with six classroom teachers to organize science materials and prepare for science lessons. Design/methodology/approach This project included targeted assistance from a teacher candidate in “unpacking” a kit of science materials and a feedback survey given to classroom teachers after the project. Findings After the teacher candidate helped “unpack” the science kits, teachers reported that they were more confident in teaching lessons from the curriculum. The teacher candidate reported that she learned more about how materials can be used in science teaching and learning. Originality/value This project showed how PDS can involve teacher candidates in spanning boundaries to elementary science teaching to enhance outcomes for all stakeholders.
