Pathways to Partnership: How a Differentiated Approach Sustained PDS Efforts During Times of Uncertainty

The unexpected switch to online teaching and learning caught school stakeholders (teachers, teacher educators, administrators, teacher candidates, PK-12 students, families) off guard. PDS partnerships were uniquely situated to navigate the challenges of 2020 given their shared goals of supporting PK...

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Published inSchool-university partnerships Vol. 15; no. 1; pp. 1 - 13
Main Authors Brown, Elizabeth Levine, Groth, Lois, Parker, Audra, O'Brien, Charlene, Laurits, Eric, Latham, Christopher, Berman, Renee, Casablanca, Francoise, Douds, Josh
Format Journal Article
LanguageEnglish
Published Lanham Emerald Group Publishing Limited 01.01.2022
Subjects
Child Development
Collaboration
Course Content
COVID-19
Distance learning
Educational partnerships
Elementary schools
Lifelong Learning
Online instruction
Professional Development Schools
Students
Teacher education
Teacher Educators
Teaching
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Summary:The unexpected switch to online teaching and learning caught school stakeholders (teachers, teacher educators, administrators, teacher candidates, PK-12 students, families) off guard. PDS partnerships were uniquely situated to navigate the challenges of 2020 given their shared goals of supporting PK-12 learning, teacher preparation, and professional development. This work highlights how three schools, representative of each Mason Elementary PDS partnership pathway, navigated the pandemic and subsequent transition to online learning. Key benefits to the pathway model provided schools with clarity in their roles which resulted in (1) focused support on teacher candidates in either field work or internship, (2) consistent modes and timing of communication, and (3) clear expectations for mentorship. It was the strong cadre of mentors, program graduates and faculty in place across schools which allowed for a continued presence of university-based teacher educators in schools even in remote capacities. Implications for practice and PDS research are discussed.
ISSN:1935-7125