Growing University–School Partnerships
The ways in which the Science Teacher Education Partnerships with Schools (STEPS) project identified and represented a guide for growing university–school partnerships are presented in this chapter. Based on evidence from the STEPS research into the independent school-based science teacher education programs of five Australian universities, components for initiating and sustaining successful partnerships were identified and described. These components are: (1) partner identification of aims and rationale for entering the partnership; (2) institutional requirements and constraints that govern partnership activities; (3) the nature and extent of the relationship between partners; (4) the nature and quality of the learning; and (5) a commitment to action to achieve the desired outcomes. The relevance of these components across three phases of partnership work, initiation, implementation, and evaluation, is also described alongside concomitant Action Planning Tools that can assist partners’ discussion and negotiation of the phases and components. Collectively, the components and phases form the Growing University–School Partnerships (GUSP) element of the STEPS Interpretive Framework. The GUSP encompasses essential planning aspects and helps to ensure that all partners’ needs and roles are considered and that the partnership achieves the desired benefits for all. Initiating, maintaining, and growing partnerships can be challenging; however, the process and tools summarised in GUSP and presented in this chapter provide a guide for others wishing to establish a new partnership or to review and/or develop an existing partnership.
KeywordsPartnerships Growing partnerships School-based Teacher education Interpretive Framework
- Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
- Darling-Hammond, L. (2012). Powerful teacher education: Lessons from exemplary programs. San Francisco, CA: Wiley.Google Scholar
- Goodrum, D., Hackling, M., & Rennie, L. (2001). The status and quality of teaching and learning of science in Australian schools: A research report. Canberra: Department of Education, Training and Youth Affairs.Google Scholar
- Hobbs, L., Campbell, C., Chittleborough, G., Herbert, S., Jones, M., Redman, C., Kenny, J., & Gilbert, A. (2015). Science teacher education partnerships with schools (STEPS): Interpretive framework. Retrieved from http://www.stepsproject.org.au/interpretive-framework.
- Kruger, T., Davies, A., Eckersley, B., Newell, F., & Cherednichenko, B. (2009). Effective and sustainable university-school partnerships. Beyond determined efforts of inspired individuals. Canberra: Teaching Australia [Electronic version]. Retrieved from http://hdl.voced.edu.au/10707/144200.
- Rossner, P., & Commins, D. (2012). Defining ‘enduring partnerships:’ Can a well-worn path be an effective, sustainable and mutually beneficial relationship? Queensland College of Teachers, Retrieved from https://www.qct.edu.au/PDF/DefiningEnduringPartnerships.pdf.
- Teacher Education Ministerial Advisory Group (TEMAG). (2014). Action now: Classroom ready teachers. Retrieved from http://www.studentsfirst.gov.au/teacher-education-ministerial-advisory-group.