Working together: what we’ve learned from building a school–university partnership

Abstract

Purpose – The purpose of this viewpoint article is to share the reflections of school and university leaders on the success of their emerging school–university partnership for the preparation of middle school teachers. Design/methodology/approach – The article is a reflective paper in which the leaders of the school–university partnership discuss the benefits of establishing the initial school–university partnership and reflect on what has helped the partnership experience success in the partnership's first five years of existence. Findings – While the authors describe their school-university partnership as emerging, both the school and the university have experienced successes. Upon reflection, the authors discuss four specific essential elements to their initial partnership success. Communication and collaboration among all stakeholders ensure all voices are heard and valued. Allowing the university to have a physical presence in the middle school encourages the building of trusting relationships. For partnerships to succeed, partners must allow time for the partnership to mature and grow. Finally, when the middle school hires graduates from the partnering university, this benefits both the school and university partners. Originality/value – As teacher preparation moves further away from the university campus to engage more closely with schools, there are lessons to be learned. Reflection is an essential component of growth. The partners in this school–university partnership believe sharing the partners' experiences will enhance the effectiveness of the partners' own partnership and encourage others that choose to begin this journey.

Keywords

• School–university partnerships
• Middle school teacher preparation
• Professional development school