Collaborative Connections:Collaborative Connections:Bringing School Districts and Bringing School Districts and Teacher Education TogetherTeacher Education Together

Oregon Association for Teacher Education Oregon Association for Teacher Education February 25, 2005February 25, 2005

Ginny Birky, PhDGinny Birky, PhDAssoc. Professor--George Fox UniversityAssoc. Professor--George Fox University

Deborah Sommer, EdDDeborah Sommer, EdDSuperintendent--Canby School DistrictSuperintendent--Canby School District

Purpose of PresentationPurpose of Presentation

Share…Partnership Share…Partnership Canby (Oregon) Canby (Oregon)

School District School District George Fox University George Fox University

Master of Arts in Master of Arts in Teaching (MAT) Teaching (MAT) program program

It’s a journey…It’s a journey…

Overview of PresentationOverview of Presentation

OverviewOverview of Canby/George Fox partnership of Canby/George Fox partnership LiteratureLiterature: value of partnerships and : value of partnerships and

collaboration between high schools and collaboration between high schools and universitiesuniversities

Evidence of successEvidence of success-benefits, challenges, how -benefits, challenges, how to improve, etc.to improve, etc.

Effective practices Effective practices that encourage that encourage partnerships, collaboration, teacher leadership, partnerships, collaboration, teacher leadership, risk-taking, and skill development for both the risk-taking, and skill development for both the student teachers and the cooperating teachersstudent teachers and the cooperating teachers

To think about…To think about…

On your 4” x 6” card, write:On your 4” x 6” card, write:

1.1. What is your personal experience with K-What is your personal experience with K-12 partnerships?12 partnerships?

2.2. What are the characteristics of these What are the characteristics of these partnerships that you believe are partnerships that you believe are successful?successful?

Canby School DistrictCanby School District

5300 students5300 students 1 high school of 1700 students1 high school of 1700 students 1 middle school1 middle school 1 K-8 school1 K-8 school 4 elementary schools4 elementary schools

============== 30 min. drive from GFU30 min. drive from GFU ““Typical” student teacher partnershipTypical” student teacher partnership

George Fox UniversityGeorge Fox University

MAT ProgramMAT Program Fulltime formatFulltime format

11 month program11 month program 55 students/year55 students/year Student teaching Student teaching

11stst authorization—end of August to early authorization—end of August to early MarchMarch

22ndnd authorization—early March to end of authorization—early March to end of AprilApril

““Typical” student teacher partnershipTypical” student teacher partnership

What do these words mean to you?What do these words mean to you?

PartnershipsPartnerships

---------------------------------------------------------------- Partnership: when one or more Partnership: when one or more

play on the same teamplay on the same team; ; associate as associate as jointjoint principals in principals in the the same effortsame effort (Merriam-Webster (Merriam-Webster Dictionary)Dictionary)

CollaborationCollaboration

----------------------------------------------------------------Collaboration: “Collaboration: “working jointlyworking jointly with with

others”; to others”; to cooperatecooperate with with

another another ((Merriam-WebsterMerriam-Webster DictionaryDictionary, ,

1998, p. 102).1998, p. 102).

Why Partnerships Why Partnerships and Collaboration?and Collaboration?

(Literature)(Literature)

Fits with educational reform environmentFits with educational reform environment Educational reform efforts call for change, for leadership, for Educational reform efforts call for change, for leadership, for

partnerships, and for collaboration. partnerships, and for collaboration. Choose it--Anyone involved in reforming schools should choose Choose it--Anyone involved in reforming schools should choose

effective partnerships (Copa & Pease, 1992).effective partnerships (Copa & Pease, 1992). Teacher leaders--are developed when there is collaboration (Birky, Teacher leaders--are developed when there is collaboration (Birky,

2001).2001).

Teachers more likely to change practice.Teachers more likely to change practice. National Center for Research in Vocational Education (NCRVE), National Center for Research in Vocational Education (NCRVE),

“teachers are more likely to change their teaching practices—and “teachers are more likely to change their teaching practices—and thus help to implement school reforms, as well as encourage thus help to implement school reforms, as well as encourage colleagues to do likewise—when they are actively involved” in colleagues to do likewise—when they are actively involved” in working with others (Finch, 1999, p. 2).working with others (Finch, 1999, p. 2).

Why partnerships and collaboration cont…Why partnerships and collaboration cont…

Teachers more successful.Teachers more successful. When teachers are collaborative (feel a part of a community, When teachers are collaborative (feel a part of a community,

share instructional resources, and share thoughts with their share instructional resources, and share thoughts with their colleagues), their innovations are more successful (McLaughlin colleagues), their innovations are more successful (McLaughlin & Talbert in Fullan, 2001).& Talbert in Fullan, 2001).

Collegiality among teachers was a strong indicator of success Collegiality among teachers was a strong indicator of success (Fullan as cited in Schmoker, 1999).(Fullan as cited in Schmoker, 1999).

Provides satisfaction.Provides satisfaction. When there is "intellectual sharing, collaborative planning, and When there is "intellectual sharing, collaborative planning, and

collegial work," satisfaction was increased for teachers, and collegial work," satisfaction was increased for teachers, and school was also more effective for students (Johnson, 1990, school was also more effective for students (Johnson, 1990, p. 148). p. 148).

Teacher leaders’ level of satisfaction was increased when they Teacher leaders’ level of satisfaction was increased when they were involved in collaborative activities (Birky, 2001). were involved in collaborative activities (Birky, 2001).

Why Partnerships and Collaboration cont…Why Partnerships and Collaboration cont…

Way we learn best.Way we learn best. "The ability to collaborate on both a small- and large-scale is "The ability to collaborate on both a small- and large-scale is

becoming one of the core requisites of postmodern society" (p. becoming one of the core requisites of postmodern society" (p. 3). We are limited in our ability to learn without the contributions 3). We are limited in our ability to learn without the contributions made by others to our lives (Fullan, 1993).made by others to our lives (Fullan, 1993).

Prevents teacher isolation and provides energyPrevents teacher isolation and provides energy True, especially in a high school--access to new ideas and True, especially in a high school--access to new ideas and

opportunities for growth were necessary to keep teachers opportunities for growth were necessary to keep teachers energized for their work (Lortie as cited in Fullan, 2001). energized for their work (Lortie as cited in Fullan, 2001).

Why Partnerships and Collaboration cont…Why Partnerships and Collaboration cont…

Key characteristics of effective teacher education programsKey characteristics of effective teacher education programs Success for all -- student teachers, mentor teachers, Success for all -- student teachers, mentor teachers, and the and the

schools they serve.schools they serve. Student teachers demonstrate best practices and willingness to Student teachers demonstrate best practices and willingness to

learn from mentors.learn from mentors. Mentor teachers model effective teaching practices and are willing Mentor teachers model effective teaching practices and are willing

to learn alongside student teachersto learn alongside student teachers Articulation between on-campus programming and field-based Articulation between on-campus programming and field-based

student teaching (Fullan, 2001)student teaching (Fullan, 2001) Strong relationships and shared beliefs among school- and Strong relationships and shared beliefs among school- and

university-based faculty (Daring-Hammond, as cited in Fullan). university-based faculty (Daring-Hammond, as cited in Fullan). Student teachers not afraid to seek help from mentors, other Student teachers not afraid to seek help from mentors, other

teachers, and the principal (Darling-Hammond, as cited in teachers, and the principal (Darling-Hammond, as cited in Fullan, 2001).Fullan, 2001).

Thus, if we want future and current teachers Thus, if we want future and current teachers to have to have skills in collaborationskills in collaboration, to be , to be

successfulsuccessful, and if we want teachers to be , and if we want teachers to be leadersleaders, there should be a , there should be a

deliberate attempt to:deliberate attempt to:

Educate current faculty and staff Educate current faculty and staff Educate future teachersEducate future teachers Provide opportunities Provide opportunities

So…So…

What effect could an What effect could an intentional partnershipintentional partnership have on a teacher education program, have on a teacher education program,

on a school district, and on a school district, and

on the current teachers who serve as on the current teachers who serve as cooperating or mentor teachers?cooperating or mentor teachers?

Our Stated VisionOur Stated Vision(George Fox University MAT Program and Canby School District)(George Fox University MAT Program and Canby School District)

To create a To create a mutually beneficial relationshipmutually beneficial relationship between faculty and administration between faculty and administration

in the Canby School District and thein the Canby School District and the

George Fox University/MAT program that George Fox University/MAT program that enriches both pre-service and in-service enriches both pre-service and in-service

teachers’ professional livesteachers’ professional lives

through development, experimentation, and through development, experimentation, and collaborative research.collaborative research.

Goals for partnership: We wanted our current and Goals for partnership: We wanted our current and future teachers to develop skills in:future teachers to develop skills in:

Team membershipTeam membership CollaborationCollaboration Teacher leadershipTeacher leadership Meaningful relationshipsMeaningful relationships Reflective practiceReflective practice Confidence in decision-making Confidence in decision-making

processes, managing conflict, etc.processes, managing conflict, etc. Risk-takingRisk-taking Promoting changePromoting change Communication with multiple Communication with multiple

constituents (teachers, administrators, constituents (teachers, administrators, city and community, parents, etc.)city and community, parents, etc.)

Recognizing and valuing partnerships Recognizing and valuing partnerships with otherswith others

Global understanding of school and Global understanding of school and district organizationsdistrict organizations

Integration of academic and career Integration of academic and career and technical coursesand technical courses

To achieve these goals would mean To achieve these goals would mean experiences where teachers could:experiences where teachers could:

Participate in Participate in team planningteam planning events/activities/meetings events/activities/meetings Be involved in significant Be involved in significant decision-makingdecision-making within the school within the school Participate in professional development activities (both formal and informal)Participate in professional development activities (both formal and informal) Observe Observe school governanceschool governance groups (site councils, district committees for groups (site councils, district committees for

CIM/CAM, etc.)CIM/CAM, etc.) Visit/observe/understand what goes on in the Visit/observe/understand what goes on in the feeder elementary and middle feeder elementary and middle

schoolsschools, as well as another district visit., as well as another district visit. Have ongoing interaction with colleagues, mentors, and administrators as Have ongoing interaction with colleagues, mentors, and administrators as

co-learners together - be seen as co-learners together - be seen as part of the teampart of the team.. IntegrateIntegrate courses across curriculum – at times teach out of endorsement courses across curriculum – at times teach out of endorsement

areaarea Experience “changeExperience “change”– ”–

Have time to work through issuesHave time to work through issues Make sense out of school reform or changes taking placeMake sense out of school reform or changes taking place Resolve or change preconceived ideas about how schools workResolve or change preconceived ideas about how schools work Examine how changes take place in schoolsExamine how changes take place in schools Build their skills to work with others through the change process.Build their skills to work with others through the change process.

Description of Description of PartnershipPartnership

BeginningBeginning Two years: Dept. Chair had relationship with the HSTwo years: Dept. Chair had relationship with the HS Spring 2002: 6 metSpring 2002: 6 met

CSD –DO Staff, CHS Principal, CHS School-to-Work CoordinatorCSD –DO Staff, CHS Principal, CHS School-to-Work Coordinator GFU – Dept. Chair, MAT Chair, professorGFU – Dept. Chair, MAT Chair, professor

2002/20032002/2003 High School “Canby/GFU Connection”High School “Canby/GFU Connection”

2003/20042003/2004 High School “Canby/GFU Connection”High School “Canby/GFU Connection” Elementary—After School ProgramElementary—After School Program Summer school—MAT students taught; Canby teachers mentoredSummer school—MAT students taught; Canby teachers mentored

2004/20052004/2005 K-12 “Canby/GFU Connection”K-12 “Canby/GFU Connection” Summer SchoolSummer School

Main component of the partnership:Main component of the partnership:TeamsTeams – STs and CTs – STs and CTs

“Canby/GFU Connection”“Canby/GFU Connection”

Pairs of student teachers/cooperating teachers Pairs of student teachers/cooperating teachers (and some (and some supervisors)supervisors)

Special meetings and “privileges” of the teamsSpecial meetings and “privileges” of the teams Orientation together – in-service weekOrientation together – in-service week Additional inservice/sharing -- release time for CHS teachers or Additional inservice/sharing -- release time for CHS teachers or

pay – 3 half dayspay – 3 half days Bonding/teamingBonding/teaming Professional DevelopmentProfessional Development Processing togetherProcessing together Food!Food!

Celebration Celebration Release time for visitationsRelease time for visitations

Professional development topics at Professional development topics at the “connection” meetings:the “connection” meetings:

Qualities of a good cooperating teacher / Qualities of a good cooperating teacher / student teacherstudent teacher

Collaborative supervisionCollaborative supervision Curriculum mappingCurriculum mapping Jigsaw an articleJigsaw an article What’s going well; What’s not going so wellWhat’s going well; What’s not going so well Love and Logic -- classroom management Love and Logic -- classroom management

challengeschallenges Writing letters of recommendation Writing letters of recommendation (for CTs)(for CTs)

Additional ComponentsAdditional Components

One university supervisor One university supervisor Special relationship with CSD administratorsSpecial relationship with CSD administrators Canby administrators help with mock interviewsCanby administrators help with mock interviews At the high school only:At the high school only:

In-service workshop taught by GFU professor In-service workshop taught by GFU professor CAM committee membershipCAM committee membership by 2 GFU professors by 2 GFU professors

MAT class held on HS campus--HS principal as guest MAT class held on HS campus--HS principal as guest speaker and tour of innovative buildingspeaker and tour of innovative building

Canby HS teacher as a GFU adjunctCanby HS teacher as a GFU adjunct

Components of the partnershipComponents of the partnershipwith thewith the elementary school elementary school

After School After School ProgramProgram At riskAt risk Hispanic/ESLHispanic/ESL MAT students planned lessons MAT students planned lessons

around theme of “community”around theme of “community”

Big Books ProgramBig Books Program School hoursSchool hours 55thth graders graders TAG and advanced readersTAG and advanced readers Professional Development Professional Development

School modelSchool model

Two different elementary Two different elementary schoolsschools

Two different cohorts of Two different cohorts of 13 and 15 students13 and 15 students

Every other weekEvery other week

Evidence of SuccessEvidence of Success

Methods of Collecting DataMethods of Collecting Data

1. Data Collected1. Data Collected Beginning, throughout, and endBeginning, throughout, and end Of new student teacher and cooperating teacher relationship Of new student teacher and cooperating teacher relationship

and of various practicum experiencesand of various practicum experiences

2. Surveys2. Surveys MAT students -- individuallyMAT students -- individually Cooperating teachers -- individuallyCooperating teachers -- individually MAT students and cooperating teachers -- jointlyMAT students and cooperating teachers -- jointly Elementary studentsElementary students School administratorsSchool administrators

3. Comments3. Comments E-mailE-mail Writing / ReflectionsWriting / Reflections AnecdotalAnecdotal

Junior Great Books Junior Great Books Elementary StudentElementary Student Feedback Feedback

Favorite parts:Favorite parts: Getting candy, talking, drawing, coloringGetting candy, talking, drawing, coloring Our teacher / “The student teachers. They are soooo cool!!!”Our teacher / “The student teachers. They are soooo cool!!!” Reading out loudReading out loud Looking things up in the dictionaryLooking things up in the dictionary Sharing about usSharing about us ““I wouldn’t change anything—I like the way it works.”I wouldn’t change anything—I like the way it works.”Change:Change: NothingNothing ““Better stories without people getting hurt or stealing.” / “Have the Better stories without people getting hurt or stealing.” / “Have the

kids pick the stories.”kids pick the stories.” More discussion about the storiesMore discussion about the stories ““Have a little bit more fun like a game to go with the story.”Have a little bit more fun like a game to go with the story.” Have “them” here for a longer time and more oftenHave “them” here for a longer time and more often

Junior Great Books and After School Junior Great Books and After School ProgramProgram

MAT StudentMAT Student Feedback -- Feedback -- BenefitsBenefits1. I have a better understanding of how:1. I have a better understanding of how:

To manage groups of studentsTo manage groups of students Literature discussions are facilitatedLiterature discussions are facilitated Children process literatureChildren process literature To use and teach inquiry learningTo use and teach inquiry learning To teach readingTo teach reading To work with colleaguesTo work with colleagues

2. What I learned was different that what I am learning in 2. What I learned was different that what I am learning in my student teaching placement -- increased my my student teaching placement -- increased my understanding of:understanding of:

““At risk” populations and how to teach at-risk populationsAt risk” populations and how to teach at-risk populations Children of colorChildren of color Various socio-economic groupsVarious socio-economic groups

GFU Professor’sGFU Professor’s Evaluations Evaluationsfor the elementary partnershipsfor the elementary partnerships

BenefitsBenefits Diverse populationsDiverse populations Gave professors chance to “watch and coach in Gave professors chance to “watch and coach in

a way I can’t do when I’m teaching.”a way I can’t do when I’m teaching.” Common experience to discuss in class Common experience to discuss in class Experiences they wouldn’t have had otherwiseExperiences they wouldn’t have had otherwise

ChallengesChallenges Time spent was all extra—over and aboveTime spent was all extra—over and above No time to debrief No time to debrief

Benefits…Benefits… Feedback from Feedback from Cooperating TeachersCooperating Teachers

Re-energized my teachingRe-energized my teaching Love that “raw enthusiasm”Love that “raw enthusiasm” ““Can do” attitudeCan do” attitude Satisfying to see student’s growth—“from young, Satisfying to see student’s growth—“from young,

nervous, unsure aspiring teachers to confident nervous, unsure aspiring teachers to confident educators.”educators.”

““This experience has far exceeded any expectations I This experience has far exceeded any expectations I could have imagined.” This being the first year of a could have imagined.” This being the first year of a partnership between GFU and Canby, I’m impressed partnership between GFU and Canby, I’m impressed how smoothly everything transpired.”how smoothly everything transpired.”

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““The GFU students (from my perspective) have been a The GFU students (from my perspective) have been a huge asset for CHS.”huge asset for CHS.”

Benefits…Benefits… Feedback from Feedback from Student TeachersStudent Teachers

Being in a great schoolBeing in a great school Feel like I’m “on the team”Feel like I’m “on the team” More confidenceMore confidence Learned to know numerous teachers in the building and other Learned to know numerous teachers in the building and other

disciplinesdisciplines Able to see teachers work on curriculum integrationAble to see teachers work on curriculum integration Expanded my knowledge and experience on curriculum reform Expanded my knowledge and experience on curriculum reform CT is a great role model—“she has positively influenced my CT is a great role model—“she has positively influenced my

teaching style.”teaching style.” I’m so much better at classroom managementI’m so much better at classroom management So much to do, but my purpose (to teach) has become very clearSo much to do, but my purpose (to teach) has become very clear Got a perfect match in a CTGot a perfect match in a CT The school itself has been very supportive.The school itself has been very supportive.

Benefits…Benefits… Feedback from CSD Feedback from CSD AdministratorsAdministrators

Didn’t see the “glassy” looks on first dayDidn’t see the “glassy” looks on first day Can see excitement in facesCan see excitement in faces Great confidence Great confidence Novelty to normalcyNovelty to normalcy

Benefits…Benefits…GFU Professor’sGFU Professor’s Perspective Perspective

For the GFU MAT Program…For the GFU MAT Program… Creates a cluster of student teachersCreates a cluster of student teachers Encourages relevance and staying currentEncourages relevance and staying current Establishes a relationship with CTs, Establishes a relationship with CTs,

supervisor, administrators, and schoolsupervisor, administrators, and school Freedom to ask for help/ideasFreedom to ask for help/ideas Facilitates in long-range planning Facilitates in long-range planning

BenefitsBenefits……For the Canby School DistrictFor the Canby School District

Collaboration with pre-service teacher Collaboration with pre-service teacher educationeducation

Professional development for in-service Professional development for in-service staff staff

Association with higher educationAssociation with higher education Re-energized teaching for SSD staffRe-energized teaching for SSD staff

ChallengesChallenges we’ve had… we’ve had…

District staff changesDistrict staff changes $$$$$$ Wondering who is benefiting the mostWondering who is benefiting the most Afraid we’ll mess this upAfraid we’ll mess this up Student teacher’s perspectiveStudent teacher’s perspective

higher expectationshigher expectations one negative may influence anotherone negative may influence another

Suggestions for Suggestions for changeschanges

Align GFU and CHS calendars better.Align GFU and CHS calendars better. Plan farther ahead to maximize experiencesPlan farther ahead to maximize experiences More time:More time:

Meeting time built in for the CTs to debrief on their experiences Meeting time built in for the CTs to debrief on their experiences and find out if expectations and requirements are similar. and find out if expectations and requirements are similar.

CTs meet with GFU faculty to clarify expectations.CTs meet with GFU faculty to clarify expectations. More contact time with the entire group More contact time with the entire group Meet on more regular basis – teams of CT/STsMeet on more regular basis – teams of CT/STs

GFU more visible in buildingGFU more visible in building Develop mutual goals with CSD personnel and GFUDevelop mutual goals with CSD personnel and GFU More feedback and evaluation of experience from CT’s More feedback and evaluation of experience from CT’s

and ST’sand ST’s

Future possibilitiesFuture possibilities

Explore ways for high school students to Explore ways for high school students to get college credit – CCC modelget college credit – CCC model

Host high school students on a campus Host high school students on a campus tour—MAT students could hosttour—MAT students could host

Expand summer school involvementExpand summer school involvement

To summarize…To summarize…Copa and Pease (1992) said, “Collaborative partnerships represent linked Copa and Pease (1992) said, “Collaborative partnerships represent linked

programs that naturally enhance both partners” (p. 9).programs that naturally enhance both partners” (p. 9).

Overall BenefitsOverall Benefits Facilitates collaborationFacilitates collaboration Being a part of a best practiceBeing a part of a best practice Learning experience for allLearning experience for all Positive influence on each otherPositive influence on each other Gives good “reputation”Gives good “reputation”

Critical components of any success Critical components of any success we’ve experienced:we’ve experienced:

Desire Desire

RiskRisk

TrustTrust

The journey The journey continues…continues…

ReferencesReferences Birky, V. (2001). Birky, V. (2001). Perspectives of teacher leaders in an educational reform Perspectives of teacher leaders in an educational reform

environment: Finding meaning in their involvementenvironment: Finding meaning in their involvement. Unpublished dissertation, . Unpublished dissertation, Oregon State University.Oregon State University.

Copa, G. & Pease, V. (1992). Copa, G. & Pease, V. (1992). A new vision for the comprehensive high school: A new vision for the comprehensive high school: Preparing students for a changing worldPreparing students for a changing world. (MDS-282) Berkeley: National Center for . (MDS-282) Berkeley: National Center for Research in Vocational Education, Minneapolis.Research in Vocational Education, Minneapolis.

Darling-Hammond, L., & Falk, B. (1997). Using standards and assessments to Darling-Hammond, L., & Falk, B. (1997). Using standards and assessments to support student learning. support student learning. Phi Delta Kappan, 79Phi Delta Kappan, 79(3), 190-199.(3), 190-199.

Finch, C. (1999). Using professional development to meet teachers’ changing needs: Finch, C. (1999). Using professional development to meet teachers’ changing needs: What we have learned. CenterPoint (2). Berkeley, CA: National Center for Research What we have learned. CenterPoint (2). Berkeley, CA: National Center for Research in Vocational Education. in Vocational Education.

Fullan, M. (1993). Why teachers must become change agents. Fullan, M. (1993). Why teachers must become change agents. Educational Educational Leadership, 50Leadership, 50(6), 12-13.(6), 12-13.

Fullan, M. (2001). Fullan, M. (2001). The new meaning of educational changeThe new meaning of educational change. New York: Teachers . New York: Teachers College Press.College Press.

Fullan, M., & Hargreaves, A. (1996). Fullan, M., & Hargreaves, A. (1996). What's worth fighting for in your school?What's worth fighting for in your school? New New York: Teachers College Press.York: Teachers College Press.

Johnson, S.M. (1990). Johnson, S.M. (1990). Teachers at workTeachers at work. New York: Basic Books.. New York: Basic Books. Merriam-Webster DictionaryMerriam-Webster Dictionary (1998). Springfield, MA: Merriam-Webster. (1998). Springfield, MA: Merriam-Webster. Schmoker, M. (1999). Schmoker, M. (1999). Results: The key to continuous school improvementResults: The key to continuous school improvement. .

Alexandria, VA: Association for Supervision and Curriculum Development. Alexandria, VA: Association for Supervision and Curriculum Development.

Sharing…Sharing…

How does the GFU/CSD partnership compare How does the GFU/CSD partnership compare or contrast with the partnership experiences or contrast with the partnership experiences you have had?you have had?

What are the benefits of a higher ed/K12 What are the benefits of a higher ed/K12 partnership? The challenges?partnership? The challenges?

How should teacher preparation programs and How should teacher preparation programs and school districts work together to be mutually school districts work together to be mutually beneficial?beneficial?

What are new ways teacher education can What are new ways teacher education can partner with school districts?partner with school districts?