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Scholars deem university partnerships with public schools as an innovative opportunity to marry research and practice. In part because they can support developing and implementing evidence-based interventions that improve school culture, academics, and community participation. However, what is less discussed are the barriers and challenges of bringing two vastly different organizations, such as a university and public school together for partnership. Practitioners and scholars document even less about how street-level bureaucrats, those delivering programs within and across complex organizations that make up the partnership, see, experience, and navigate the barriers. The Heinz Fellows were on the ground in public schools, on behalf of the university, navigating those barriers and challenges that were a blend of unforeseen circumstances, unaccounted-for realities, and underestimation of systems "as usual." As noted by Ahmed (2012), school systems, like other institutions, become an accumulation of historical activity. Street Level Bureaucracy theory (Weatherley & Lipsky, 1977) examines how frontline workers, such as Heinz Fellows, traverse between and betwixt complex environments with little direct supervision and employ discretion and coping to accomplish program goals. Alas, hindsight is twenty-twenty. From a post-partnership lens, productive tensions, uncomfortable conversations, and a clearer path forward are advanced to navigate the tensions of university/public school partnerships. A clearer path forward must begin with a pre-partnership assessment of each organization's strengths, limitations, and resources.

Background: Teacher education programmes often prioritise theory over practical experience, leaving students struggling to connect classroom learning with real-world application. Addressing this gap, a proposed model integrates online coursework with mentored practicebased experiences through full-time placements in selected schools. Aim: The study delves into the experiences of first-year school-based student teachers (SBST) enrolled in a full-time undergraduate online programme aimed at bridging the theory-practice divide. Setting: First-year student teachers in the 2021 and 2022 cohorts (N = 30) placed full time in selected schools participated in the study. Methods: Using an interpretive qualitative research design, data were collected via focus group interviews with first-year student cohorts. Data was analysed using the cultural-historical activity theory combined with the constant comparative method. Results: Two primary findings emerged. Firstly, SBSTs faced difficulties balancing academic requirements between the school and the programme. Secondly, the varying degrees of support from stakeholders within both the programme and school environment influenced the quality and meaningfulness of SBSTs' learning experiences. Conclusion: The convergence of university and school activity systems revealed tensions and contradictions yet also presented opportunities for expanded learning when coursework and classroom practices aligned. Despite criticisms of universities being overly theoretical, the research indicates that SBSTs prioritise practical experience in school settings, potentially overshadowing the significance of theoretical knowledge. Contribution: This study contributes to knowledge of the challenges faced by student teachers and highlights the need to address these contradictions through open dialogue within teacher education programmes.

The purpose of this mixed methods study was to investigate students' perceptions of their personal and social responsibility skills during and following an eight-week physical activity (PA) afterschool program (ASP) focused on social-emotional learning (SEL) competencies. Specifically, student knowledge of SEL competencies and general PA attitudes were evaluated in a pre- and post-program design. Session specific focus groups after each session were also collected. Elementary students (N = 134; "Mage" = 9.87) from five elementary school programs participated in the study. Quantitative results showed that significant increases in students perceived personal and social responsibility skills increased. In addition, positive attitudes toward PA increased while negative attitudes decreased across the program. Qualitative findings revealed four general themes: (a) knowledge of skills preluded application; (b) self-consciousness of competencies increased; (c) COVID restrictions resulted in surface-level communication/relationships; and (d) peer relationships lacked depth. Student progress in their awareness and knowledge of SEL skills increased in the program. Additionally, evidence to slight decrease in survey responses is reflective of a phenomenon in that students have an inflated sense of SEL competencies at first, but following training they have a more honest and knowledgeable reflection of them. Awareness of SEL skills and abilities would found to happen before action in the authentic setting. It appears that frameworks like the Teaching Personal and Social Responsibility (TPSR) model can be effective in structure afterschool programs to improve awareness in short-term programming.

In this article, the authors share what they learned from considering a collection of narrative reflections written by six high school educators, all co-authors, who have integrated youth participatory action research (YPAR) into their instructional practice. Taken together, the written reflections shed light on teachers' reasons not only for pursuing YPAR but also for persisting with YPAR in their particular school context. The authors found that all teachers shared a commitment to social justice, yet their individual purposes for engaging with YPAR varied. Drawing on the teachers' written reflections, the authors delve into teachers' motivations for integrating YPAR into their teaching practice in order to conceptualize teachers' reasons for facilitating YPAR in school.

The study examines data from surveys and interviews with teacher candidates and local education mentors at a Midwestern university who were involved in a Grow Your Own program; this article focuses on results for the teacher candidates. Using data based on demographics, financial need, and academic performance, the researchers identified eight educator preparation candidates from under-represented backgrounds. Each teacher candidate was invited to receive an academic scholarship of $1,500 per semester for two terms, fall 2022 and spring 2023, with the understanding each scholarship recipient would be paired with a university mentor and an in-district mentor from one of two rural school districts with close proximity to the Midwest university. Teacher candidates were required to attend introductory meetings, professional learning, and culminating sessions in order to receive and retain the scholarship funds. Researchers sought to understand perceptions on mentoring, financial support, and professional development from the teacher candidates while investigating the impact of mentoring on retention. The qualitative case study included a pre- and post-survey for scholarship recipients. The scholarship recipients also participated in a focus group interview. Findings included the importance of the scholarship funds to the teacher candidates that went beyond financial implications, and being selected to participate made them "feel special." The relationships formed with the university faculty and the local education mentors became a "network" allowing the teacher candidates to feel confident and valued; they became the educators they will continue to rely on throughout their careers. The professional development provided opportunities for participants to see, in real-time, the concepts that were discussed in abstract during their education courses.

Students from underrepresented populations--females, working class, and youth from marginalized racial/ethnic groups--are less likely than their middle-class Asian and White male peers to study computer science (CS) in college. The dearth of CS undergraduates from these groups contributes to projected labor force shortages. Sources of the dilemma include weak or absent inspiration and CS preparation in middle schools and negative stereotypes suggesting certain groups do not belong in CS. This case study describes three years of a community collaboration between a local university and a nearby middle school attended by primarily low-income students of color. The University of North Carolina Charlotte/Wilson STEM Academy Partnership focused on undergraduates majoring in CS teaching monthly workshops designed to inspire and academically prepare the middle schoolers for college and CS majors by teaching them coding and computational thinking while also challenging stereotypes about who belongs in CS. Post-workshop assessments, reflective essays, interviews, and administrative data were thematically coded. Findings suggest the workshops sparked interest in college and CS, undermined toxic stereotypes, and nurtured the academic self-confidence of middle schoolers. The Partnership provided the undergraduates with opportunities to meet their own academic goals while "paying it forward." Results suggest that the Partnership can serve as a model starting point for disrupting the disproportionalities in female and underrepresented minority students in CS.

Background: The teachers in one sub-district in the North West province lacked technological knowledge and skills thus did not adopt a blended learning approach in their daily teaching. A partnership between the University of South Africa (Unisa) and schools in the district was forged to train teachers to acquire technological knowledge and skills. Objectives: To identify which online tools Unisa imparted to teachers, investigate how the acquired skills and knowledge helped teachers to adopt a blended learning approach and find out challenges that go with the application of technology. Method: Data were obtained through observation, one-on-one individual interviews and focus group discussions. Results: The Unisa training helped develop teachers' knowledge and skills in the use of TEAMS, Emails, WhatsApp, YouTube and the electronic content material. Teachers gave learners the electronic content (presentation slides and You-videos, question banks) for revision purposes. During the outbreak of coronavirus disease 2019 (COVID-19) learners were given work to do while at home using WhatsApp. Conclusion: The article concludes by indicating that partnerships between schools and institutions of higher learning are a necessity to empower teachers on the use of technology which will lead to the use of a blended learning approach. Contribution: The article adds to the body of knowledge by indicating the need for retraining of teachers especially on technological skills to prepare them for 4th Industrial Revolution and meet the needs of the new cohort of learners-born after technology.

University partnerships with public schools are an innovative opportunity to marry research and practice. One such endeavor was the Heinz Fellows Program at the Center for Urban Education in the School of Education at the University of Pittsburgh. The Heinz Fellows Program existed at the intersection of community engagement, public school praxis, and university collaboration, with a pursuit of equity and justice. Yet, despite four years of programming, significant investment from philanthropy, and deep commitment from the university and public-school partners, much of the services and activities were not sustained beyond the conclusion of the program. What has remained, though, are salient lessons about the preparatory work each organization must engage in prior to collaboration. A public school is an inherently complex organization, while a university is also complex, but in substantially different ways. Thus, to bridge the chasm, both organizations must participate in self-reflection about their readiness, resources, and right constituents to implement, evaluate, and sustain the collaboration. The article offers a robust framework to consider cross-organizational collaborative readiness and to guide future university/public school partnerships into sustainability.

League of VetaHumanz uses a nationwide network of university-community partnerships to provide veterinary STEM learning experiences for children who are more likely to lack access to enriching, supplemental educational opportunities due to systemic barriers based on their race, ethnicity, or socioeconomic status. To include participation beyond in-person programming, SuperPower Packs, self-guided, learning experiences, were developed. Leveraging social cognitive career theory and the "Batman Effect," SuperPower Packs are designed to build self-efficacy, and seed STEM and veterinary science career aspirations by engaging children in STEM learning through connections with a veterinary role model. Four SuperPower Packs were developed. Beginning in the fall of 2021, for 17 months, 16,655 SuperPower Packs were distributed to children in 23 states. A small portion of children who received the game (3.8%, N = 614, 6-12 years old) returned evaluation surveys that measured activity engagement, likelihood of role model identification and demographics. Participants indicated variation in their experiences, but mean scale scores show desirable perceptions of engagement (M[subscript Range] = 2.38-2.90/3) and role model identification (M[subscript Range] = 2.15-2.94/3). These positive learning and role model experiences help set the stage to encourage youth to pursue similar learning and career opportunities in the future.

Initial teacher education programs have been criticised for their failure to deliver classroom-ready graduates. Problems of concern for preservice teachers (PSTs) identified in the literature are insufficient time in the classroom, lack of confidence, inadequate pedagogical knowledge and a theory practice divide. This research examines a school-university partnership approach to science teacher education from the perspective of PSTs, school students, teachers and teacher educators where university tutorials were conducted in a school environment. This research is underpinned by practice architectures theory, it follows collaborative participatory action research methodology using mixed methods of data collection including surveys, interviews and focus groups. The research findings revealed how the program built on PSTs' pedagogical knowledge and confidence and connected theory with practice. Teachers observed high level student engagement and students building on their prior science knowledge in innovative science lessons. The research provides rich data that illuminate aspects in this school-university partnership approach from a range of perspectives.

The role of principal supervisor has been shifting from a focus on management to one that emphasizes support for principals. External partners can sometimes help with redesigning the role and other aspects of district organization. However, most research focuses on large urban districts with role conceptions and organizational structures that are not easily applied to midsized districts. In this study, we leverage contingency theory as a way to consider how contextual difference might matter in the use of principal supervisors to support and develop principals of underperforming schools. We interviewed district superintendents, principal supervisors, and principals in five mid-sized districts partnered with USSP, an in-service educational systems leadership provider with research evidence of impact on student achievement outcomes. We found that mid-sized districts commonly prioritized characteristics and traits regularly associated with good principal supervisors, but they were limited by district size and context in how they could initiate change. Despite some differences in how districts established the principal supervisor role, participants across levels described how principal supervisors were supported and, in turn, supported principals in intensive ways. Study results suggest that reorienting the principal supervisor's role, even in mid-sized districts, can build leadership capacity of principals leading underperforming schools.

The current study sought to characterize three partnership models in Israeli academic institutions--the traditional, the academia-classroom, and the clinical field-focused models. 42 interviews were conducted with educators (teacher educators; mentor teachers; program heads) at 14 Israeli colleges and universities where the programs take place. Differences between the models were found in relation to the role definition of the mentor teacher, the relationship between the pre-service teacher and the mentor teacher, the contribution of the practicum to the pre-service teacher, and the connection between theoretical and practical knowledge. Furthermore, the contribution of each of the three models is reflected in the scope of the experiential-clinical component of the practicum; school-academia partnerships; and the role of the principal of the training school. The study highlights the value-added meanings and contributions of the experiential-clinical component in teacher education programs in general and in the practicum in particular.

We offered an enrichment program for high school students with the theme, "The Environment, Health, and You" during the Summer of 2022 and the Spring of 2023. We developed several educational modules for high school students that provided them with an opportunity to learn and explore the foundations of physiological systems, nutrient needs to maintain health, and the impact that environmental factors can have on them. The modules included videos, discussion boards, games, readings, and labs. These modules were integrated into the first session: Your Body and Health. On "day 1," the first module explored the basic physiology and anatomy of the body with respect to the organization of cells into organ systems. Additionally, the educational content included information on macro- and micronutrients and their impact on body development, nutrition, and metabolism. The nutrition module explored nutrition concepts and various factors that can impact healthy eating patterns, such as food insecurity issues and the consumption of ultraprocessed foods. A lab activity on label reading was included to help empower students to make healthy choices. A total of 43 high school students participated in the program. Overall, the quality of the educational content in the modules was rated highly by the students, and they indicated that the educational experience inspired them to learn more about the physiology and nutrition concepts associated with human metabolism, and the importance of healthy food choices to maintain health.

The purpose of the study reported on here was to investigate the role of partnerships in helping in-service teachers overcome the difficulties associated with performing practical work prescribed in the Life Sciences Curriculum and Assessment Policy Statement (CAPS), an educational policy intended to transform the South African school curriculum in the wake of the apartheid years. CAPS is the latest of a plethora of educational policies that have been introduced in post-apartheid South Africa. However, teachers have lamented the lack of skills and resources necessary for its effective implementation. With this study we investigated how partnership between schools and 1 university in South Africa helped teachers to acquire practical skills and techniques related to CAPS implementation. A qualitative research approach with purposeful sampling was used. Data were collected through focus-group interviews, document analysis and observations that entailed observing teachers performing the experiments prior to the training. Teachers from 22 secondary schools participated in this research. Collected data were analysed using Creswell's method of coding. Findings of this study indicate that partnership with the University helped equip teachers with the necessary skills and knowledge to perform science experiments, ultimately resulting in improved learner performance. Partnerships between schools and institutions of higher learning to enhance policy implementation are, therefore, recommended.

This paper proposes a framework to create a small business and entrepreneurship accelerator designed based on prior work in evolving traditional place-based pedagogy to a more critical pedagogy of place. The case is crafted to utilize the built-in resources of a university as the core components in providing necessary resources for success, including expert-level technical assistance and a safe, empowering third space for collaboration. The included case focuses on a suburban/urban campus near several historically underserved geographies. This is important as the proposed framework for a small business and entrepreneurship accelerator focuses on educating and guiding local populations--including high school students--in growing their businesses. The case in this paper brings together university resources, local community elements, small business owners, social entrepreneurs, and high school students by activating a critical pedagogy of place rooted in improving economic conditions while addressing social issues.

The article proposes and illustrates a methodological framework that aligns with the action-research models and utopian methodology in particular, although it represents a more substantial leap forward, especially regarding the distributed nature of decision making in the different processes of research/intervention, and its multiple and systematic nature (linking theory, practice and politics). It is developed through four main phases: i) collective identification of the needs and the object of the study, ii) expansive co-design of the action-research, iii) dynamic and multiagency implementation, and iv) critical and participatory reflexive evaluation. It is examined more specifically how the phases proposed here can be illustrated by an ongoing project called 360Education Alliance ("Aliança Educació 360") conducted in the context of Catalonia, Spain. It consists of a partnership presented in January, 2018, that currently involves more than 300 entities for promoting a community vision of education based on improving equity and social justice. Some opportunities deriving from this methodology are mentioned in the conclusion, emphasizing the transversal role of self-criticism as permanent inquiry of multiple agents involved in the process, including the participants themselves.

Planning a mathematics lesson plan is a complex process. Its quality contributes to the effectiveness of mathematics instruction. Given this significance, improving prospective mathematics teachers' lesson planning ability is essential for teacher preparation programs to produce effective teachers. This study examines how a lesson study within a school-university partnership program (SUPER-LS) could strengthen the lesson planning skills of prospective mathematics teachers. This study employed a case study, which included thirteen student teachers. Data were collected using four initial and four final drafts of mathematics lesson plans developed by four groups of prospective mathematics teachers and reflection reports. These were then analyzed qualitatively using the framework of MKT. The study found that sixteen categories of issues were present in the initial lesson plan, and six remained in the final lesson plan. In the final lesson plan, the 16 problems were reduced to 6, with an improvement of around 62.50%. In addition, prospective mathematics teachers improved their lesson planning skills because of their involvement in the SUPER-LS program, facilitated by intensive collaboration and interaction among participants, especially in-service teachers, and teacher educators, as well as peers' feedback.

In the wake of recent political events, rural people and places experience unfiltered and uncensored criticism. For the approximately 20% of America's children who are growing up in rural places, these stereotyped narratives are damaging and dehumanizing. To ensure the wellbeing of rural children across the United States, teacher education programs must prepare teacher candidates to view rural schools from a strengths-based perspective. To do this, teacher education programs must consider the importance of critical pedagogy of place and the essential role of strong school-university partnerships. This article provides a historic and current look at rural schools, discusses the impact of rural stereotypes, and charts an initial path for teacher education programs to change the current narrative about rural schools. Perspectives that address rural stereotypes through a critical lens are essential for all educational stakeholders, no matter their locale.

This study investigates English teachers' socialization to the school environment, their behaviour in the classroom, and their attitudes towards their profession in the first few years after graduation. An explanatory research design was used with a mixed-method methodology. We administered a survey to 800 novice English language teachers in 16 cities where there is high rates of governmental teacher placements in Turkey based on the data provided by the Ministry of National Education (MoNE). The questionnaire included five category components: professional competence, interpersonal relations, organizational history and language, organizational goals and values, and organizational policy. We then selected 9 English teachers using purposeful sampling from the three of the 16 cities in order to gain information about novice teachers' experiences and to elaborate on the results of our quantitative data findings. After observing the classes of those English teachers, we conducted semi-structured interviews. The content analysis of the responses revealed important issues the teachers experienced during their socialization period. These included their relationships with the school administration, colleagues, parents, and the teachers' own professional competence, particularly in the areas of the target language (TL) use and language teaching methodology. A discussion of the findings provides suggestions for teacher education programmes, thereby contributing to the development of educational curricula. Having postgraduate studies to sustain professional development has been suggested for teacher growth, which will also establish a link between the university-school partnership. The university-school partnership will only be possible with a willingness to collaborate, dedicated time and systematic feedback to share knowledge and experience.

This study investigates teacher learning and professional development in school-university partnership in Myanmar. This study explores teacher learning and professional development through engaging in a school-university partnership through mentoring activity. Research studies have shown mentoring can improve teachers' learning and professional development (Hargreaves & Fullan, 2000). A sequential explanatory mixed-methods design was applied in this study. Participants were 120 schoolteachers in the quantitative part while 4 participants were interviewed. This study aimed to answer how the impact of school-university partnership on teacher learning and professional development can be understood. To answer this research question, two groups of schoolteachers (mentor and non-mentors) and three groups of teachers based on communication level with student teachers were compared. The results showed that teachers who had mentoring experiences improved their professional skills and competencies more than non-mentor teachers mainly in the areas: pedagogical content knowledge, knowledge about learners' behaviours and characteristics and cross-curricular skills. Furthermore, teachers who had intensive communication with student teachers showed higher mean values in self-confidence, enjoyment in teaching and reflection on teaching practices and feeling like a responsible person in education. Findings from the qualitative part showed that teachers learned these skills and competencies through intensive collaborative activities such as discussing teaching and learning, guiding student teachers in their classroom management and planning a lesson and having a friendly conversation with them. Overall, this study confirms that engaging in school-university partnership through mentoring enhances mentors develop their self-confidence, and enjoyment in teaching as well as their professional knowledge and skills.

This article argues for a Deweyan "democratic design" approach to program leadership that builds programmatic ideals into leadership practices. To illustrate democratic design in practice, we draw from case studies of two partnership programs based in writing studies--a writing partnership between the University of Arizona and area high schools and a collaboration between Salt Lake City Community College and the University of Utah--that utilize community advisory boards and democratic processes to work toward stakeholder-oriented approaches to leadership. Through these case studies, we emphasize three core principles of democratic design, including stakeholder leadership, political vision, and epistemic equity, that can be applicable across a range of programmatic opportunities. For leaders in composition studies who see collaboration as central to their mission, democratic design can serve as a linchpin for aligning processes with values.

Robust school-university partnerships can create continuous systems of educator learning that focus on systemic change and the simultaneous renewal of both educators and the organizations within which they work to improve outcomes, opportunities, and access for P-12 students and their teachers. This article is a case of the Project PREP school-university partnership, a complex integrated systems approach towards rethinking recruitment, preparation, support, and development of diverse teachers and leaders. We show how Project PREP has begun to design aligned and enhanced systems for teacher education that embody clinical practice, coaching, and high-quality professional learning for both practicing and future teachers and leaders.

Low-income families face myriad stressors and challenges that often negatively affect students' reading achievement. Although community partners are crucial in supporting K-12 students, there is little research on how different types of community services affect students' reading achievement in Title I schools. The present study aims to assess the impacts of comprehensive community services funded by a nonprofit organization on K-5 students' reading achievement. The study employed a two-phase post-hoc design to examine the reading achievement of 347 elementary students (ages 5-10) in a Title I school. Reading achievement was measured by the i-Ready assessment of overall reading scale scores and percentile rankings. Independent samples t-tests, regression models, and ANOVA reveal that students who received community services had higher winter percentile rankings than their peers not receiving community services. Additionally, students who received targeted in-school service demonstrated the most significant improvement in i-Ready reading during the winter semester, compared to afterschool service, holistic in-school service, and in-home service. Implications and limitations of the present study are discussed.

This case examines the complex partnership between the university teacher education program and the host school district. Many factors contribute to the expectations and requirements of both institutions, which can at times, conflict in fundamental ways. The theoretical and research-based methods of early childhood coursework are often different than the reality of those classrooms. Furthermore, the adoption of initiatives like, Culturally Responsive Teaching and Leading standards by university teacher education programs must translate to the fieldwork. School and district-wide mandates often overrule best pedagogical and developmentally appropriate practices. With these opposing perspectives how can supervisors bridge the gap between the university classroom and the primary classroom? How can supervisors support teacher candidates and mentor teachers in negotiating rigid curricular programming, and maintain professional partnerships?

This article shares our university center's efforts to act as a boundary spanner supporting colleagues across our university to contribute collectively to more equitable educational opportunities for local K-12 students and their teachers. We focus here on the ongoing critical reflection and collaboration needed to tap such university resources to support K-12 students typically underresourced and underserved in K-12 systems. We consider examples and challenges of our work through five equity-oriented principles. We seek to highlight the role of research-practice teams on campuses that help (or could help) university partners contribute to local K-12 schools, programs, and systems with equity in mind. Finally, we hope to convince other higher education institutions to leverage their resources more to grow K-12 education opportunities locally where needs are greatest.

Drawing from a variety of conceptual and theoretical frameworks, this article provides a summary of decades of research into a university-district partnership that in multiple ways could be considered a systemic success. It describes the practices and processes of how two sectors of the broader physical education system (i.e., in-school physical education and teacher education) have complemented each other in the pursuit of the ongoing workforce development of physical education professionals. Physical education professionals belonging to the participating school district and teacher preparation program have sustained a working partnership based on sound professional learning community (PLC) principles (e.g., ongoing professional development, collaborative teaming, common vision, mission, and language, strong support from the central office) long before PLCs became fixtures in districts and schools. Indeed, this partnership could, in many respects, be described as a PLC before its time. This article highlights the partnership's early days and several features that have supported its success and longevity. It also offers supporting evidence from the perspectives of the students, parents, and teachers who have been associated with this partnership.

Purpose: This work aligns with two of the following NAPDS Essentials: Clinical Preparation and Learning and Leading. The authors collaborated with district partners to determine how to best meet their needs. Additionally, our institution continues to develop a reciprocal relationship; pre-service teachers can hone skills during the clinical field experience, and the university will better support the professional development initiatives of districts with whom we partner. Clinical field assignments are designed with intentionality to align with the needs of our districts. Consequently, pre-service teachers will be better equipped to immerse themselves in the field experiences and effectively address the diverse needs of students. The authors will continue to engage our preservice and in-service teachers and personalize supports. Design/methodology/approach: A needs assessment was conducted to determine the most appropriate supports for our district partners. A survey was disseminated, and individuals ranked their area for support. The authors followed up with in-service teachers and district leaders to discuss specific strategies that could strengthen academic achievement and social emotional development. Additionally, the data were used to determine how to better equip teacher candidates to serve in the partner districts. Findings: Two programs that have been highly successful have been the Teacher Assistant to Teaching Professional program which is a specialized grow your own and bringing high school students to campus that are interested in becoming educators their junior year, lastly, the use of Mixed Reality Simulations to strengthen educator preparation. Creating diverse partnerships is not a one-size-fits-all approach in every district. Needs assessment and ongoing conversations are needed to ensure both the district and the Educator Preparation Program are able to support pre-service and in-service teachers along with the needs of PreK-12 students. Originality/value: This paper highlights diverse approaches to strengthening partnerships and the teacher pipeline.

Purpose: This paper describes the rationale and key aspects of how one school-university partnership leveraged resources to create, implement and refine an innovative professional pathway called the Early Childhood Certificate (ECC) program which reflects the National Professional Development Schools (NAPDS) Essential Guideline 4: Reflection and Innovation. The ECC program is an innovative, career-building model that leverages resources between a predominantly white regional state university, a nonprofit organization serving as a Head Start grantee, a large urban school district and community-based education settings across a Midwestern metropolitan region. Design/methodology/approach: This descriptive narrative documents how the ECC program developed as a professional pathway for early childhood educators to scale up their skills for teaching young children while strengthening their capacities and credentials within the early childhood education (ECE) profession pipeline. The narrative includes relevant literature and examples from the field. Findings: This paper includes a discussion of the benefits and challenges related to the design, implementation and refinement of the professional learning ECC program. Research limitations/implications: This is a descriptive narrative. As such, generalizability is lacking. Research is needed to determine the effectiveness and sustainability of innovative teacher education programs. Practical implications: Relevant research and lessons learned provide guidance for other school-university partnerships to consider how to meet workforce and career needs for educators in the field of ECE. Social implications: School-university partnerships can be change agents and positively impact early childhood educators' career development. Originality/value: This paper addresses the need for understanding how predominantly white early childhood teacher education programs can partner with schools and agencies and then together leverage resources to support workforce and career development opportunities.

Purpose: The paper discusses a partnership between Huston-Tillotson University (HT), a Historically Black College and University (HBCU) and the Austin Independent School District (AISD), a minority-serving school district, both in Austin, Texas, with a grant provided by Apple Inc. (Apple). The purpose of the partnerships is that valuable relationships can increase the number of African American male teachers in primary and secondary education in minority-serving public schools. The African American Male Teacher Initiative (AAMTI) at HT was created as an innovative approach to recruit and select 20 African American males each year of a four-year grant provided by Apple. Design/methodology/approach: This paper reviewed the literature on the lack and need for African American male public school teachers. Once the data is established during a three-to-four-year period, a mixed-method approach will be utilized to examine data retrieved from interviews, surveys, demographics of student participants, numerical data and retention and graduation rates. This will establish whether strategic partnerships can successfully increase the number of qualified African American males in public education. Findings: This paper proposes and provides research evidence that African American male teachers can positively impact all students in the classroom setting. Research limitations/implications: There is limited data to test a hypothesis on the effectiveness of a partnership between the university and public school to increase the number of African American male teachers through recruitment -- selection and retention efforts. Therefore, follow-up research is needed for the first graduating class of 2024. Practical implications: The broader impact of this paper is to show that partnerships between universities and public schools with corporate sponsorship can positively increase the number of African American male teachers prepared to teach in public schools through strategic recruitment and selection efforts. Social implications: This paper can serve as a model for universities and school districts to implement. High placement of prepared Black male teachers in public schools can reduce the school-to-prison pipeline and juvenile homicides and defeat generational poverty. Originality/value: Much research highlights the problems associated with a lack of African American male teachers. This paper includes the challenges but offers a sound basis for practical solutions.

Purpose: District-university partners increasingly rely on "grow-your-own" licensure programs to address teacher shortages. Because vacancies in special education represent a chronic issue, our district-university partnership developed LEAP -- the Licensed Educators' Accelerated Pathway, successfully preparing 26 paraprofessionals as special education teachers (SEs). We describe a model university-district partnership in which we collaborated to design and implement paraprofessionals' SE licensure program. Design/methodology/approach: In this general review, we describe a district-university partnership collaboration that resolved barriers experienced by paraprofessionals working toward licensure in special education (Essential #4, Reflection and Innovation). The specialized design and partnership solutions were grounded in SE preparation research literature. Findings: 25 (28 entered the program and 25 completed) paraprofessionals from one large urban and several regional districts completed special education licensure through LEAP. Slightly more than half of LEAP participants were Black or Hispanic (see Table 1), contributing to the diversification of SE workforce. University-district partnership was successful in designing and delivering a program that allowed participants: a) to remain employed, b) attend evening classes in their geographic region or online, c) complete all field experiences in sponsoring districts (Essential #2) and d) receive concierge advising from a "completion coach." We describe solutions to barriers experienced by paraprofessionals and advocate for district-university collaboration to address chronic teacher shortages. Research limitations/implications: Limitations include lack of data on success of program completers during their first year of teaching as they began this work in Fall 2023. Further, because the participating district was large and urban, generalization of program details for small and rural districts is difficult. Practical implications: Practical tips for developing grow-your-own special education licensure programs are providing. Detailed descriptions of barriers candidates experienced and ways the district-university partners resolved these issues are included. Programs like the one described has the potential to positively impact teacher pipeline issues. Social implications: The program described provided highly-trained teachers to fill chronic vacancies in special education in three participating districts/agencies. Because students receiving special education services are at risk for school failure and are disproportionately impacted by teacher turnover, addressing this area through grow-your-own licensure programs represents a diversity, equity and inclusion initiative. Further, upskilling diverse paraprofessionals to licensed teacher roles represent an economic boost, which they might not otherwise have achieved. Originality/value: Available research literature signals alarm over persistent teacher shortages in hard-to-staff districts and lack of diversity in the teacher workforce, but few published accounts describe successful programs. Partner collaboration fostered a re-imagining of course formatting and delivery to accommodate adult learners, avoiding problems often reported with alternative programs.

Purpose: Research in this field is becoming increasingly clear that a teacher residency program (TRP) has a strong potential for developing effective teachers in a teacher preparation context. There are specific features of a TRP that yield results in the development of teachers. However, there are often barriers to full implementation of a TRP that schools and university partnerships must consider and resolve. The purpose of this article is to disseminate the lessons we have learned and processes we have developed in navigating the barriers and complexities of shifting toward a TRP. Design/methodology/approach: The university faculty members with a dual role as Professional Development School (PDS) liaisons examine, reflect on, and present their multiyear process of moving from an undergraduate traditional teacher preparation model to a teacher residency model. Findings: In response to the barriers of funding, defining roles and responsibilities, and changes in leadership, we developed an undergraduate residency blueprint to navigate these challenges productively. One of the goals of this document is to provide clarity for all stakeholders as well as be a transparent solution for leadership transitions. The blueprint serves as a guide for the details of residency program design. Originality/value: In movement toward a TRP, there are often barriers to full implementation that schools and university partnerships must consider and resolve. This article provides a model for partnerships seeking to navigate teacher residency work.

Purpose: School-university partnerships (SUPs) probe a range of P12 challenges and interests, with teacher residencies being chief among them. Because historically black colleges and universities (HBCUs) have impressive track records (Hill-Jackson, 2017) and knowhow (Marchitello & Trinidad, 2019; Petchauer & Mawhinney, 2017) in preparing teacher candidates to work effectively in diverse schools, this paper seeks deeper understandings of the types of SUPs for teacher residency collaborations employed by traditional versus HBCU programs. Design/methodology/approach: This article draws upon the self-study as a methodology to review a SUP for a teacher residency at an HBCU in the southwestern United States to illustrate an equity-centric model. Findings: Leveraging an equity and third space perspective, three separate approaches to the SUPs are unpacked to establish the outline for this proposal: ceremonial, conventional and communal teacher residency approaches. Originality/value: A novel typology of three distinct approaches to SUPs for teacher residencies is outlined to establish the extent to which equity is foregrounded among teacher residencies.

Purpose: As part of a larger grant-funded project, a professional development (PD) series was conducted within the framework of a school-university partnership to improve teachers' capacity to meaningfully include fathers and father figures in the school environment, with a particular focus on fathers of children with disabilities. The authors sought to understand the extent to which a school-wide PD framed through the lens of a father of a child with a disability might inform practice with sustainable implementation. Due to the pandemic, the original format of the PD was redesigned for virtual delivery. Design/methodology/approach: A three-phase data collection and analysis approach included a pre-PD survey, a post-PD survey and a one-year follow-up survey. All surveys included both quantitative and qualitative self-report data components. Findings: Results suggest school personnel found the virtual PD valuable, gleaning several useful strategies for reflecting on their own practices, working to improve communication with families of children with disabilities and more meaningfully including fathers and father figures in future school-related activities and programing. Research limitations/implications: First, the sample size of the present study was small, and participation was variable across PD sessions. In addition, participants self-selected into the series, and therefore, they may be more likely to value father-figure involvement with or without participation in the PD series. The small sample size may minimize the generalizability of these results across other replicable settings and participants. Second, the results of the pre-PD survey could be positively skewed since the university partner's initial delivery of PD related to this topic began in 2018. In the pre-PD survey, the majority of respondents indicated, as an example, that they believed father involvement was correlated with higher academic achievement. It is not clear if respondents held these beliefs independently at the inception of the partnership or if they perhaps learned of these connections during an earlier PD offered by the authors. Practical implications: The current study offers a small glimpse into the world of a school-university partnership and its ability to actualize meaningful reflection on family engagement practices. Results also indicate a greater awareness of significant male figures/fathers and their needs. Content delivered during each PD supports capacity building in terms of teachers' ability to see fathers and father figures as meaningful contributors within the context of the school environment. Participants mentioned that the PD taught them ways to recognize and remediate some of the insidious communication barriers that exist. Social implications: Participants stated that they grew in their understanding of intentional connections with significant male figures, noting a concerted effort to ensure communication of information pertaining to school events, conferences and, in some cases, individualized educational programs (IEPs). Staff members also felt as though the pandemic fostered greater connections with fathers who were working at home and who were simultaneously helping their children access online learning platforms. However, it is noteworthy that the latter benefit was likely a positive side effect of mandatory home-based learning as opposed to a direct result of the present study. Socially, the authors all find ourselves embarking on a bit of social uncertainty, where perhaps it is no longer appropriate or significant to mention one's gender. Nonetheless, the research highlights the unique contributions that fathers and father figures can make to children's positive trajectory, and the authors espouse that the current study suggests that virtual PD sessions can help train school personnel to recognize and foster such relationships. Originality/value: The past few decades have ushered in an awareness of significant male involvement and its importance in the development of young children. Despite this surge of interest, the research on father/significant male involvement in the school context remains limited. Additionally, the implementation of virtual PD and its potential positive impacts remain largely unexplored, especially when the intersection with father engagement practices is considered. As such, the authors espouse that the present study reflects a unique combination of content and pedagogy.

The purpose of this instrumental multiple case study was to examine and compare five inservice music teachers' and one administrator's perceptions of three school-university partnership programs, in various stages of development, across one semester. Data sources included participants' observation notes, researchers' field notes, and individual semi-structured interviews. The following themes emerged from the data: (a) benefits of reinforcement, (b) benefits of promoting best practice and research, (c) challenges of navigating multiple teachers, (d) challenges of time management, and (e) observed differences between partnerships. Participants offered the following suggestions to implement and sustain successful partnerships: (a) preservice music educator preparation, including preparation in music planning, responsive teaching, and developing student connections, and (b) logistics, including increased communication, understanding all aspects of full-time music teaching, and expanding the number of visits. Implications for practice include engaging stakeholders in equal planning, reflection, and evaluation to create mutually beneficial partnership experiences.

Teacher shortages represent a global challenge for educator preparation programs (EPPs) and the districts they serve. Using mixed methods approach to data collection and analysis, this paper presents the findings of the three cases involving the use of student data and partner voices to highlight the benefits of intentionally integrating the concepts of Improvement Sciences, Equitable Experiences, educator preparation learning communities, and the changemaker mindset in the design of initiatives for addressing local teacher shortages. Results provide a ground-up perspective on promising strategies for local EPPs and school districts seeking to create a sustainable pipeline of quality educators by focusing on expanding access, success, and mobility for non-traditional student teachers (teacher candidates).

Internationally, the emphasis on school reforms is increasing, and school leaders play a key role in realising reform initiatives for school development and change. Often, the formation of partnerships between researchers and practitioners for school improvement is promoted to facilitate professional development and enhance student learning. However, limited attention has been directed towards the underlying ideas, values and beliefs in government-initiated strategies for partnership in the policy context of educational reform. This paper examines how partnerships between schools and higher education institutions are conceptualised and legitimised in Norwegian reform policy documents. We analyse three government white papers, each coupled with an executive partnership strategy document. The analysis applies a discourse analytical approach to policy as text and transmission. Our findings show a shift in the official national discourse on partnerships in education, underscoring new tensions regarding the power to define focus areas in the local reform work.

This qualitative study examined a group of aspiring teachers who completed a pre-collegiate Grow Your Own (GYO) teacher program. The goals of the GYO program were to recruit and introduce high school students to the teaching profession and facilitate their transition to a teacher education program and eventually back to teaching in their communities. Findings showed that learning foundational knowledge about teaching and engaging in teaching activities in the GYO program provided early opportunities for participants to experience various aspects of being a teacher and begin constructing identities as teachers. Participants also developed an increased awareness of diversity and equity issues related to education in their communities and started accumulating knowledge and strategies as culturally responsive, community-oriented teachers. Mentorship from their teachers further fostered their sense of belonging to the teaching profession and ongoing teacher identity development. Research implications and recommendations for teacher education programs and policy makers to strengthen and sustain GYOs and district-university-community partnerships in teacher preparation were discussed.

Policymakers, educators, and families throughout the world are concerned about the lingering effects of the COVID-19 pandemic on school-aged youth. Schools are working to help students readjust to school routines and regain lost ground on academic skill development while also addressing the wounds caused by the pandemic. This study describes one public charter high school's effort to leverage a university-practice partnership to respond to adolescent students' COVID-19-related stress. A 12-week intervention was developed based on youth voice principles; intervention activities focused on helping participants narrate and make sense of their COVID-19 experiences. Eight students participated in the full intervention; most participants were female (85.7%), Asian (71.4%), in the 9th grade (62.5%), and self-identified as ethnic and religious minorities (57.1%). Analysis of participant-produced youth voice artifacts illustrates participants' conscious awareness of, and an ability to reason through, the COVID-19-related forces and events that affected them at all levels of their ecological systems. Qualitative analysis yielded eight themes: emotional experience, social isolation and lost social opportunities, self-improvement, family relationships, experience of school, influence of the state, and relationship to technology. Implications are shared for those seeking to implement youth voice-derived interventions in schools.