1. Jillian Lederhouse, Ph. D. and Sally Morrison, ed. d. Wheaton College
Essentials for Creating and Maintaining a Flourishing School Partnership
Jillian Lederhouse, Ph. D. and Sally Morrison, ed. d.
Wheaton College

2. A Bit of Background Cleveland Elementary Partnership—21 years
Chicago Public School, Pre-K-8
88% Low-Income
81% Hispanic, 7% White, 6% Asian, 3.4% Black, 1.4% Am. Indian
Spring Trail Partnership—21 years
Elgin Public School, K-6
34% Low-Income
49% White, 20% Hispanic, 18% Asian, 5% Black, 6.4% 2+ Races

3. From a university perspective, what components are essential to establish a partnership that prepares effective teachers?

4. From a school/district perspective, what components are necessary to establish a partnership that prepares effective teachers?

5. Once an effective partnership has been established, how is it maintained?

6. We have found the following 6 aspects to be critical:
Realistic context
Relational foundation
Reciprocal contributions
Rigorous in its curriculum
Research-based in its instructional models
Responsive to the learning community and larger community

7. Realistic context
Site mirrors conditions in which most graduates will work.
Ethnically diverse student body and faculty
Linguistically diverse student body

8. Relational foundation
Danielson (2007) and Marzano, Marzano, & Pickering (2003) emphasize the importance of developing strong relationships between students and faculty.
Marlow & Nass-Fukai (2000) stress the importance of building relationships between school, university and community members to create long-lasting partnerships. All parties must value the contribution of others and trust one another.
This requires reestablishing trust and demonstrating the value of others each time faculty, administrators, or university faculty change.
Preservice teachers placed in schools with higher stay-ratios stayed longer themselves in difficult-to-staff positions (Ronfeldt (2012).

9. Reciprocal contributions
Schools provide a strong cadre of mentors
University faculty serve the school and district in tangible ways:
Parent workshops
Faculty workshops
RTI instruction
District-wide committee work
Formal and informal consulting

10. Rigorous in their curriculum
Core curriculum is standards-based.
School has high academic and social-emotional expectations (Craig, 2016; Durlek et. al., 2015; Luster & Luster, 2017).
All students are challenged (Boaler, 2016; Dweck, 2006; Hattie, 2011)
Curriculum includes opportunities for cross-disciplinary connections.
Faculty and administrators seek opportunities for continuous professional learning.

11. Research-based in their instructional models
Literacy and math instructional models offer both structure and flexibility.
Teacher preparation program is equally committed to evidence- based methodologies.
Models promote universal accessibility.
Faculty have adequate professional development for implementation of instructional changes.

12. Responsive to the learning and larger community
Students’ cultural backgrounds and communities serve as a contextual foundation for learning.
Teacher preparation program has high expectations for candidates’ views of diverse learners.

13. What can universities require of schools in a partnership?

14. What can schools require of universities in a partnership?

15. How do universities get continuous buy-in from school faculty?

16. How do university faculty afford the time that effective partnerships require?