Developing university and public school partnerships to promote excellence in teacher education

The partnership between Jacksonville State University and Piedmont City Schools began in 1992 through a grant funded by Alabama Power and continues today through various mutually developed programs. Representatives from both education agencies met to develop principles for the partnership. A major focus of the partnership is to promote quality educational practices provided at both institutions. Through frequent interaction teachers, teacher educators and future teachers apply classroom theory in practice through real world classroom experience.

The establishment of a Professional Development School relationship between Jacksonville State University's College of Education and Professional Studies and Piedmont City Schools began in 1992 through a grant funded by Alabama Power Foundation. A major focus of the partnership was to promote quality educational practices provided at both institutions. Through frequent interaction, teacher educators and future teachers are able to apply classroom theory in practice by getting real world classroom experience.

In developing guidelines formulating structure for the partnership, goals and objectives were selected to benefit all participants. The primary goals were to develop a relationship whereby college professors, in-service teachers, college students, and children would experience growth through involvement with each other and through a healthy exchange of ideas. Various activities and projects were selected for this to occur.

Program for At-Risk Students

The primary focus of the partnership with Piedmont City Schools is to strengthen and enhance its program for at-risk students at Piedmont Elementary School. The Special Friends Program provides the opportunity for Jacksonville State University undergraduate teacher education candidates enrolled in Special Education to spend one hour per week in a practicum setting with children considered by the school staff to be at-risk. The purpose of the program is to address social skill and academic skill deficits. Program goals include strengthening academic and social skill development for the at-risk student to promote better adjustment and academic functioning.

Method

Jacksonville State/Piedmont City Schools Partnership

The partnership between Jacksonville State University and Piedmont City Schools was begun in 1992 through a grant funded by Alabama Power and continues today through various mutually developed programs. Representatives from both education agencies met to develop principles for the partnership. The selected principles include the following:

* All parties are equal and learn from each other. Decisions must be made by the entire steering committee.

* A learning community is developed. Everyone is learning: children, college students, teachers, professors, and administrators.

* Teaching and learning for understanding is for each party involved-to encourage students to remember and use what has been learned. Expectations for children should be high.

* Thoughtful long-term inquiry into teaching and learning is imperative.

* Teacher educators, teachers, and future teachers learn to apply classroom theory in the real world.

* Classroom teachers get the benefit of university expertise.

* The school is seriously engaged in developing itself into an exemplary setting.

* The education of children and university students is enhanced.

* Reflection and inquiry become a central center of the school. Specific program goals proposed by the committee included:

* Building a stronger foundation academically, socially, and emotionally for the potential at-risk child.

* Enhancing appropriate educational opportunities of students by updating, organizing, improving and making instructional materials more accessible.

* Refining the cultural awareness of students through the fine arts.

After partnership committee members met to establish principles and goals, several areas of concern were addressed including intervention for at-risk children. The Special Friends Program, designed to enhance social and academic functioning of at-risk students, was selected as a primary program for mutual involvement. With a large population of students living in government housing, and 56% of the school population receiving free lunch, teachers determined that the school's greatest need involved students considered at-risk. These students range in grade placement from kindergarten to fifth grade and are selected by teachers as needing assistance in social skills and academics.

Preservice Teacher Education Candidates

At the beginning of each semester, approximately 36 university students enrolled in SPE 403, Practicum in Severe Disabilities and SPE 404, Practicum in Mild Disabilities participate in a tutoring program for at-risk students at the elementary school. Preservice practicum students are admitted to the College of Education and Professional Studies and have already completed many of their program requirements. By the end of each semester, university students will have tutored approximately 144 students for a total of 540 contact hours.

Social Skills Intervention

To enhance social skills, university students select activities from a variety of curricula and programs including those relating to social skill development, skill streaming, character education, and life skills. Selected intervention activities connect directly to the social skill problems the individual child is experiencing at the time. Intervention activities include intervention lessons designed to address

* being honest

* making choices or decisions

* establishing friendships

* developing listening skills

* becoming organized

* developing a healthy self-esteem

* being safe

* being responsible

Academic Intervention

Additional academic intervention may be provided, based upon individual needs of the elementary child. The classroom teacher selects target academic skills based on the child's academic level of performance. Identified intervention needs can be in any of the academic areas taught by the classroom teacher in the respective grades and classes. The classroom teacher informs the pre-service university student of the type intervention required. Academic intervention can be one-on-one or small group.

Conclusion

The Special Friends Program has been in continuous operation since 1993 and has proven to be most successful. Since its beginning, approximately 576 university students have tutored 2304 elementary students for a total of approximately 8,640 intervention hours. Teachers at the elementary school are excited each semester to see the university Special Friends join in the effort to assist with student improvement because of the additional support that is provided both academically and socially. Information about the Special Friends Program has been presented at numerous professional international and national conferences as an exemplary model to promote social and academic success for students considered at-risk. Examples of conference presentations include the National Holmes Conference in Orlando, Florida; the National Teacher Education Division of Children with Behavior Disorders Conference in Scottsdale, Arizona; the Professional Development School Conference in Towson, Maryland; and the National Teacher Education Division of the Council for Exceptional Children.

About the authors:

Dr. Cynthia Harper is the Associate Dean in the College of Education and Professional Studies at Jacksonville State University, Jacksonville, Alabama.

Dr. Barry Sadler is the Superintendent of Piedmont City Schools in Piedmont, Alabama.

CYNTHIA HARPER, ASSOCIATE DEAN

College of Education and Professional Studies

Jacksonville State University

Jacksonville, Alabama 36265

BARRY SADLER, SUPERINTENDENT

Piedmont City Schools

Piedmont, Alabama

Copyright Project Innovation Winter 2002
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