Collaborative Connections: Bringing School Districts and Teacher Education Together

1. Collaborative Connections:Bringing School Districts and Teacher Education Together Oregon Association for Teacher Education February 25, 2005 Ginny Birky, PhD Assoc. Professor--George Fox University Deborah Sommer, EdD Superintendent--Canby School District

2. Purpose of Presentation • Share…Partnership • Canby (Oregon) School District • George Fox University Master of Arts in Teaching (MAT) program It’s a journey…

3. Overview of Presentation • Overview of Canby/George Fox partnership • Literature: value of partnerships and collaboration between high schools and universities • Evidence of success-benefits, challenges, how to improve, etc. • Effective practices that encourage partnerships, collaboration, teacher leadership, risk-taking, and skill development for both the student teachers and the cooperating teachers

4. To think about… On your 4” x 6” card, write: • What is your personal experience with K-12 partnerships? • What are the characteristics of these partnerships that you believe are successful?

5. Canby School District • 5300 students • 1 high school of 1700 students • 1 middle school • 1 K-8 school • 4 elementary schools ======= • 30 min. drive from GFU • “Typical” student teacher partnership

6. George Fox University • MAT Program • Fulltime format • 11 month program • 55 students/year • Student teaching • 1st authorization—end of August to early March • 2nd authorization—early March to end of April • “Typical” student teacher partnership

7. Partnerships -------------------------------- Partnership: when one or more play on the same team; associate as jointprincipals in the same effort(Merriam-Webster Dictionary) Collaboration -------------------------------- Collaboration: “working jointly with others”; to cooperatewith another (Merriam-WebsterDictionary, 1998, p. 102). What do these words mean to you?

8. Why Partnerships and Collaboration?(Literature) • Fits with educational reform environment • Educational reform efforts call for change, for leadership, for partnerships, and for collaboration. • Choose it--Anyone involved in reforming schools should choose effective partnerships (Copa & Pease, 1992). • Teacher leaders--are developed when there is collaboration (Birky, 2001). • Teachers more likely to change practice. • National Center for Research in Vocational Education (NCRVE), “teachers are more likely to change their teaching practices—and thus help to implement school reforms, as well as encourage colleagues to do likewise—when they are actively involved” in working with others (Finch, 1999, p. 2).

9. Why partnerships and collaboration cont… • Teachers more successful. • When teachers are collaborative (feel a part of a community, share instructional resources, and share thoughts with their colleagues), their innovations are more successful (McLaughlin & Talbert in Fullan, 2001). • Collegiality among teachers was a strong indicator of success (Fullan as cited in Schmoker, 1999). • Provides satisfaction. • When there is "intellectual sharing, collaborative planning, and collegial work," satisfaction was increased for teachers, and school was also more effective for students (Johnson, 1990, p. 148). • Teacher leaders’ level of satisfaction was increased when they were involved in collaborative activities (Birky, 2001).

10. Why Partnerships and Collaboration cont… • Way we learn best. • "The ability to collaborate on both a small- and large-scale is becoming one of the core requisites of postmodern society" (p. 3). We are limited in our ability to learn without the contributions made by others to our lives (Fullan, 1993). • Prevents teacher isolation and provides energy • True, especially in a high school--access to new ideas and opportunities for growth were necessary to keep teachers energized for their work (Lortie as cited in Fullan, 2001).

11. Why Partnerships and Collaboration cont… Key characteristics of effective teacher education programs • Success for all -- student teachers, mentor teachers, and the schools they serve. • Student teachers demonstrate best practices and willingness to learn from mentors. • Mentor teachers model effective teaching practices and are willing to learn alongside student teachers • Articulation between on-campus programming and field-based student teaching (Fullan, 2001) • Strong relationships and shared beliefs among school- and university-based faculty (Daring-Hammond, as cited in Fullan). • Student teachers not afraid to seek help from mentors, other teachers, and the principal (Darling-Hammond, as cited in Fullan, 2001).

12. Thus, if we want future and current teachers to have skills in collaboration, to be successful, and if we want teachers to be leaders, there should be a deliberate attempt to: • Educate current faculty and staff • Educate future teachers • Provide opportunities

13. So… What effect could an intentional partnership have on a teacher education program, on a school district, and on the current teachers who serve as cooperating or mentor teachers?

14. Our Stated Vision(George Fox University MAT Program and Canby School District) To create a mutually beneficial relationship between faculty and administration in the Canby School District and the George Fox University/MAT program that enriches both pre-service and in-service teachers’ professional lives through development, experimentation, and collaborative research.

15. Goals for partnership: We wanted our current and future teachers to develop skills in: • Team membership • Collaboration • Teacher leadership • Meaningful relationships • Reflective practice • Confidence in decision-making processes, managing conflict, etc. • Risk-taking • Promoting change • Communication with multiple constituents (teachers, administrators, city and community, parents, etc.) • Recognizing and valuing partnerships with others • Global understanding of school and district organizations • Integration of academic and career and technical courses

16. To achieve these goals would mean experiences where teachers could: • Participate in team planning events/activities/meetings • Be involved in significant decision-making within the school • Participate in professional development activities (both formal and informal) • Observe school governance groups (site councils, district committees for CIM/CAM, etc.) • Visit/observe/understand what goes on in the feeder elementary and middle schools, as well as another district visit. • Have ongoing interaction with colleagues, mentors, and administrators as co-learners together - be seen as part of the team. • Integrate courses across curriculum – at times teach out of endorsement area • Experience “change”– • Have time to work through issues • Make sense out of school reform or changes taking place • Resolve or change preconceived ideas about how schools work • Examine how changes take place in schools • Build their skills to work with others through the change process.

17. Description of Partnership • Beginning • Two years: Dept. Chair had relationship with the HS • Spring 2002: 6 met • CSD –DO Staff, CHS Principal, CHS School-to-Work Coordinator • GFU – Dept. Chair, MAT Chair, professor • 2002/2003 • High School “Canby/GFU Connection” • 2003/2004 • High School “Canby/GFU Connection” • Elementary—After School Program • Summer school—MAT students taught; Canby teachers mentored • 2004/2005 • K-12 “Canby/GFU Connection” • Summer School

18. Main component of the partnership:Teams – STs and CTs“Canby/GFU Connection” • Pairs of student teachers/cooperating teachers (and some supervisors) • Special meetings and “privileges” of the teams • Orientation together – in-service week • Additional inservice/sharing -- release time for CHS teachers or pay – 3 half days • Bonding/teaming • Professional Development • Processing together • Food! • Celebration • Release time for visitations

19. Professional development topics at the “connection” meetings: • Qualities of a good cooperating teacher / student teacher • Collaborative supervision • Curriculum mapping • Jigsaw an article • What’s going well; What’s not going so well • Love and Logic -- classroom management challenges • Writing letters of recommendation (for CTs)

20. Additional Components • One university supervisor • Special relationship with CSD administrators • Canby administrators help with mock interviews • At the high school only: • In-service workshop taught by GFU professor • CAM committee membership by 2 GFU professors • MAT class held on HS campus--HS principal as guest speaker and tour of innovative building • Canby HS teacher as a GFU adjunct

21. After School Program At risk Hispanic/ESL MAT students planned lessons around theme of “community” Big Books Program School hours 5th graders TAG and advanced readers Professional Development School model Two different elementary schools Two different cohorts of 13 and 15 students Every other week Components of the partnershipwith the elementary school

22. Evidence of Success

23. Methods of Collecting Data 1. Data Collected • Beginning, throughout, and end • Of new student teacher and cooperating teacher relationship and of various practicum experiences 2. Surveys • MAT students -- individually • Cooperating teachers -- individually • MAT students and cooperating teachers -- jointly • Elementary students • School administrators 3. Comments • E-mail • Writing / Reflections • Anecdotal

24. Junior Great Books Elementary Student Feedback Favorite parts: • Getting candy, talking, drawing, coloring • Our teacher / “The student teachers. They are soooo cool!!!” • Reading out loud • Looking things up in the dictionary • Sharing about us • “I wouldn’t change anything—I like the way it works.” Change: • Nothing • “Better stories without people getting hurt or stealing.” / “Have the kids pick the stories.” • More discussion about the stories • “Have a little bit more fun like a game to go with the story.” • Have “them” here for a longer time and more often

25. Junior Great Books and After School ProgramMAT Student Feedback -- Benefits 1. I have a better understanding of how: • To manage groups of students • Literature discussions are facilitated • Children process literature • To use and teach inquiry learning • To teach reading • To work with colleagues 2. What I learned was different that what I am learning in my student teaching placement -- increased my understanding of: • “At risk” populations and how to teach at-risk populations • Children of color • Various socio-economic groups

26. GFU Professor’s Evaluationsfor the elementary partnerships Benefits • Diverse populations • Gave professors chance to “watch and coach in a way I can’t do when I’m teaching.” • Common experience to discuss in class • Experiences they wouldn’t have had otherwise Challenges • Time spent was all extra—over and above • No time to debrief

27. Benefits…Feedback from Cooperating Teachers • Re-energized my teaching • Love that “raw enthusiasm” • “Can do” attitude • Satisfying to see student’s growth—“from young, nervous, unsure aspiring teachers to confident educators.” • “This experience has far exceeded any expectations I could have imagined.” This being the first year of a partnership between GFU and Canby, I’m impressed how smoothly everything transpired.” --------------------------------------------- • “The GFU students (from my perspective) have been a huge asset for CHS.”

28. Benefits…Feedback from Student Teachers • Being in a great school • Feel like I’m “on the team” • More confidence • Learned to know numerous teachers in the building and other disciplines • Able to see teachers work on curriculum integration • Expanded my knowledge and experience on curriculum reform • CT is a great role model—“she has positively influenced my teaching style.” • I’m so much better at classroom management • So much to do, but my purpose (to teach) has become very clear • Got a perfect match in a CT • The school itself has been very supportive.

29. Benefits…Feedback from CSD Administrators • Didn’t see the “glassy” looks on first day • Can see excitement in faces • Great confidence • Novelty to normalcy

30. Benefits…GFU Professor’s Perspective For the GFU MAT Program… • Creates a cluster of student teachers • Encourages relevance and staying current • Establishes a relationship with CTs, supervisor, administrators, and school • Freedom to ask for help/ideas • Facilitates in long-range planning

31. Benefits…For the Canby School District • Collaboration with pre-service teacher education • Professional development for in-service staff • Association with higher education • Re-energized teaching for SSD staff

32. Challenges we’ve had… • District staff changes • $$$ • Wondering who is benefiting the most • Afraid we’ll mess this up • Student teacher’s perspective • higher expectations • one negative may influence another

33. Suggestions for changes • Align GFU and CHS calendars better. • Plan farther ahead to maximize experiences • More time: • Meeting time built in for the CTs to debrief on their experiences and find out if expectations and requirements are similar. • CTs meet with GFU faculty to clarify expectations. • More contact time with the entire group • Meet on more regular basis – teams of CT/STs • GFU more visible in building • Develop mutual goals with CSD personnel and GFU • More feedback and evaluation of experience from CT’s and ST’s

34. Future possibilities • Explore ways for high school students to get college credit – CCC model • Host high school students on a campus tour—MAT students could host • Expand summer school involvement

35. To summarize…Copa and Pease (1992) said, “Collaborative partnerships represent linked programs that naturally enhance both partners” (p. 9). Overall Benefits • Facilitates collaboration • Being a part of a best practice • Learning experience for all • Positive influence on each other • Gives good “reputation”

36. Critical components of any success we’ve experienced: • Desire • Risk • Trust The journey continues…

37. References • Birky, V. (2001). Perspectives of teacher leaders in an educational reform environment: Finding meaning in their involvement. Unpublished dissertation, Oregon State University. • Copa, G. & Pease, V. (1992). A new vision for the comprehensive high school: Preparing students for a changing world. (MDS-282) Berkeley: National Center for Research in Vocational Education, Minneapolis. • Darling-Hammond, L., & Falk, B. (1997). Using standards and assessments to support student learning. Phi Delta Kappan, 79(3), 190-199. • Finch, C. (1999). Using professional development to meet teachers’ changing needs: What we have learned. CenterPoint (2). Berkeley, CA: National Center for Research in Vocational Education. • Fullan, M. (1993). Why teachers must become change agents. Educational Leadership, 50(6), 12-13. • Fullan, M. (2001). The new meaning of educational change. New York: Teachers College Press. • Fullan, M., & Hargreaves, A. (1996). What's worth fighting for in your school? New York: Teachers College Press. • Johnson, S.M. (1990). Teachers at work. New York: Basic Books. • Merriam-Webster Dictionary (1998). Springfield, MA: Merriam-Webster. • Schmoker, M. (1999). Results: The key to continuous school improvement. Alexandria, VA: Association for Supervision and Curriculum Development.

38. Sharing… • How does the GFU/CSD partnership compare or contrast with the partnership experiences you have had? • What are the benefits of a higher ed/K12 partnership? The challenges? • How should teacher preparation programs and school districts work together to be mutually beneficial? • What are new ways teacher education can partner with school districts?