School/University Partnerships: Rhetoric, Reality, and Intimacy

• Published in: Phi Delta Kappan 2004-05, Vol.85 (9), p.703-707
• Main Authors: Stephens, Diane, Boldt, Gail
• Format: Article
• Language: English
• Subjects: Collaboration; College Faculty; College School Cooperation; Colleges & universities; Collegiality; Company joint venture; Educational aspects; Elementary School Teachers; Elementary Secondary Education; Hawaii; Higher Education; Intimacy; Joint ventures; Learning; Partnerships; Partnerships in Education; Preservice Teacher Education; Preservice Teachers; Professional relationships; Rhetoric; School age children; School faculty; School/University Partnerships; Schools; Schools of education; Teacher Collaboration; Teacher education; Teacher Educators; Teacher Role; Teachers; Teamwork; United States; Universities; Universities and colleges
• ISSN: 0031-7217; 1940-6487
• DOI: 10.1177/003172170408500912

The goal of school/university partnerships is the simultaneous renewal of colleges of education and of K-12 schools. In theory, this improvement comes about as university and K-12 faculty members work together to mentor preservice teachers in the best possible environment. Ideally, as they participate in these collaborations, the faculty groups do a better job together than either could accomplish alone, and both become better educators. However, achieving this goal is difficult. It is difficult because, until the collaboration has begun and problems arise, partners cannot know what particular challenges each partnership will face. This does not mean that partnerships are doomed. If all partners assume responsibility for the success of the partnership, the collaborations can succeed and teacher education can improve. The rhetoric of school/university partnerships is no doubt familiar to everyone. But the reality is another matter. And how to handle the intimate relationships between the people involved presents the hardest question to answer. The authors share their experiences, especially with this question. Most K-12 and university faculties want education to improve. What is needed need from administrators and ourselves is a commitment to moving beyond the rhetoric to the reality and the intimacy that are necessary for school/university partnerships to survive and to thrive. Establishing the conditions for long-term relationships will lead to a better future for our children and for our profession.