University Faculty In Partner Schools

A common component of teacher preparation reform includes the development of partner schools. As more universities create partnerships, the impact on faculty rewards, rank and status are significant concerns. This research examined these issues with National Network for Educational Renewal (NNER) in...

Full description

Saved in:
Bibliographic Details
Published inJournal of teacher education Vol. 54; no. 2; pp. 150 - 162
Main Authors Ginsberg, Rick, Rhodes, Lynn K.
Format Journal Article
LanguageEnglish
Published Thousand Oaks, CA SAGE Publications 01.03.2003
American Association of Colleges for Teacher Education
Corwin Press, Inc
SAGE PUBLICATIONS, INC
Subjects
College Faculty
College School Cooperation
Colleges & universities
Company services
Education
Educational personnel
Educational sciences
Elementary Secondary Education
Higher Education
Methods
Partnerships
Partnerships in Education
Preservice Teacher Education
Professional Development Schools
Student Teaching
Teacher Evaluation
Teacher Promotion
Teacher Role
Teachers
Teaching Load
Tenure
USA
New York
partner schools
professional development schools
tenure
promotion
Higher Education Teacher
Training program
Training Method
Partnership
Professional development
Teachers training
Online AccessGet full text

Cover

More Information
Summary:A common component of teacher preparation reform includes the development of partner schools. As more universities create partnerships, the impact on faculty rewards, rank and status are significant concerns. This research examined these issues with National Network for Educational Renewal (NNER) institutions. The amount and nature of faculty work in partner schools varied considerably across NNER institutions suggesting that progress is variable and/or that institutions are arriving at different solutions regarding partnerships. In addition, the provision of formal and systematized teaching load credit or course release for faculty who work in partner schools is only slowly emerging at some institutions. Finally, only a small percentage of institutions reported changes in tenure and promotion guidelines recognizing partner school work, with about one third indicating that such changes were under discussion, while half reported no changes. Reasons for these findings are offered and analyzed in terms of changing teacher preparation programs.
ISSN:0022-4871
1552-7816
DOI:10.1177/0022487102250308