Chapter 24: The Shared Responsibility of a School–University Partnership

The effective preparation of educators is dependent upon the evolution of the teacher candidate from role of student to that of classroom teacher. Best practice in teacher education dictates the application of current and relevant coursework to field-based experiences with mentor teachers. The school-based placement facilitates the reflective practice needed to transform the teacher candidate from educational novice to practitioner. However, the quality of the field experience governs the change necessary to propel teacher candidates into the position of professional educator. Only an authentic, intentional, and robust school-university partnership leads to a field experience that can nurture the desired evolution of student to teacher. This chapter provides firsthand university and school perspectives in building and sustaining a meaningful and dynamic partnership. Specifically, partner communication, learning pedagogies, and strategies for meaningful reflective practice are emphasized.