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Odd Bedfellows and the Five C's Toward Successful Regional Alliances
Unformatted Document Text:  Successful/Exemplary Practices: One of the purposes of the dialogue will be to present our experiences regarding barriers to and successful practices in initiating and sustaining partnerships that preserve the focus on teacher and student development. We hope to gain insights through others’ experiences that will further our studies and practices. E. Implication for Action. • SCDE/PK-12 partnerships should become an integral part of teacher preparation programs, alternative or traditional, and should become part of the criteria for national examination of teacher preparation; • How to facilitate and sustain such partnerships should become part of state and national agendas; • The continuum of teacher preparation/development should continue to be put forth as a shared responsibility of universities and PK-12 schools; o National and state funding should support • Research on the impact of teacher preparation programs and PK-12/university partnerships should be examined (rather than just examining the impact of individual teachers or program graduates). Section II: Outcomes and Methods A. Learner/participant outcomes: a. Participants will be able to: 1) Demonstrate a more in-depth understanding of potential social and political barriers and facilitators in building and maintaining expanded alliances in teacher preparation and development; and 2) Describe strategies for enhancing commitment, communication, cooperation, collaboration, and coordination in regional alliances supporting teacher preparation and development. B. Methods: a. The presenters will give an overview of the goals of the presentation and how these are situated within national goals for improving teacher preparation; b. The presenters will give a very brief overview of the consortium concept in addressing teacher preparation and continuing development; barriers encountered; and strategies the consortium is using to institutionalize PK-12/university collaboration in teacher preparation and continuing development. c. The remainder of the round table will be dedicated to discussion of key issues around the topic. The team will have a set of prepared questions to stimulate discussion. REFERENCES Carnegie Corporation of New York. (2004). Teachers for a New Era. Retrieved May 15, 2005 from http://www.carnegie.org/sub/program/teachers Darling-Hammond, Linda. (1998). “Teacher Learning that Supports Student learning.” Educational Leadership, 55(5); 6-11. Darling-Hammond, Linda. (2005). Preparing Teachers for a Changing World: What Teachers Should Learn and Be able to Do. Indianapolis, IN.: Wiley and Sons.

Authors: Shoemaker, Patricia., Reynolds, Timothy., Magliaro, Susan., Fowler, Kristi. and Earp, Lisa.
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Successful/Exemplary Practices: One of the purposes of the dialogue will be to present our
experiences regarding barriers to and successful practices in initiating and sustaining
partnerships that preserve the focus on teacher and student development. We hope to gain
insights through others’ experiences that will further our studies and practices.

E. Implication for Action.
SCDE/PK-12 partnerships should become an integral part of teacher preparation
programs, alternative or traditional, and should become part of the criteria for national
examination of teacher preparation;
How to facilitate and sustain such partnerships should become part of state and national
agendas;
The continuum of teacher preparation/development should continue to be put forth as a
shared responsibility of universities and PK-12 schools;
o
National and state funding should support
Research on the impact of teacher preparation programs and PK-12/university
partnerships should be examined (rather than just examining the impact of individual
teachers or program graduates).

Section II: Outcomes and Methods
A.
Learner/participant outcomes:
a.
Participants will be able to:
1)
Demonstrate a more in-depth understanding of potential social and
political barriers and facilitators in building and maintaining expanded
alliances in teacher preparation and development; and
2)
Describe strategies for enhancing commitment, communication,
cooperation, collaboration, and coordination in regional alliances
supporting teacher preparation and development.
B.
Methods:
a.
The presenters will give an overview of the goals of the presentation and how
these are situated within national goals for improving teacher preparation;
b.
The presenters will give a very brief overview of the consortium concept in
addressing teacher preparation and continuing development; barriers encountered;
and strategies the consortium is using to institutionalize PK-12/university
collaboration in teacher preparation and continuing development.
c.
The remainder of the round table will be dedicated to discussion of key issues
around the topic. The team will have a set of prepared questions to stimulate
discussion.
REFERENCES
Carnegie Corporation of New York. (2004). Teachers for a New Era. Retrieved May 15, 2005
from
Darling-Hammond, Linda. (1998). “Teacher Learning that Supports Student learning.”
Educational Leadership, 55(5); 6-11.
Darling-Hammond, Linda. (2005). Preparing Teachers for a Changing World: What Teachers
Should Learn and Be able to Do. Indianapolis, IN.: Wiley and Sons.


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