University-school partnerships: A collective approach to teacher preparation

Given the emphasis on partnerships and continuous improvement efforts (California Commission on Teacher Credentialing, 2016; Council on Accreditation of Educator Preparation Board of Directors, 2015), university and school constituencies may consider partnering to advance educator preparation programs. Using the Professional Learning Community model as a framework (Hall & Hord, 2001; Eaker & Sells, 2016), this short article examines how a School of Education (SOE) collaborates with local school-sites. The elements for a PLC include: (a) shared values and vision, (b) collective learning and application, (c) supportive and shared leadership, (d) supportive conditions, and (e) shared personal practice (Hall and Hord, 2001). Such collaborative foundations helped to reimagine a more thoughtful integration between partnerships and continuous improvement to further the following areas: (a) School partnership development; (b) Continuous improvement system development; and (c) Teacher preparation program design.