Figure 3
The illustration is titled “Effective school-university partnership” at the top. It consists of “Long-term goals” and “Common preconditions.” Below the title, four “Long-term goals” are depicted within text boxes arranged horizontally and labeled from left to right as follows: “Sustainable,” “Reciprocal,” “Innovative and dynamic,” and “Collaborative.” Below the “Long-term goals,” eight “Common preconditions” are depicted within text boxes arranged horizontally in two rows and labeled as follows: “Trust,” “Positive working relationships,” “Shared values or goals or purpose,” “‘Third space,’” “Valuing expertise,” “Clear responsive communication,” “Time,” and “Funding.” A rightward arrow from the title points to a rectangle that lists “Key indicators,” which are as follows: “High-quality, well-prepared trainee teachers (feedback from schools).” “80 percent of graduates employed locally by 2028.” “Retention of trainees (still teachers 5 years after graduating).” “Trainees become future mentors.” “Schools continue to want to work with pre-service teacher education provider (small dropout rate).” “Trainees as advocates for the partnership (feedback from schools and future trainees).”Overview of the theory of change for establishing an effective school–university partnership. Source(s): Created by authors