ERIC EJ1034143: A Review of School-University Partnerships for Successful New Teacher Induction

2014·0.15 MB·English

by  ERIC

A Review of School-University Partnerships for
Successful New Teacher Induction
Carolyn S. Hunt, Illinois State University
ABSTRACT: The first few years of teaching are a critical time in the development
of expert teaching. However, many universities are missing valuable opportu-
nities to foster diversity and critical thinking by participating in the professional
development of new teachers. This literature review explores research into how
universities have attempted to support school districts as they work to
implement more intensive forms of new teacher induction. The review
demonstrates that school-university partnerships have strong potential for
connecting theory to practice in meaningful ways in the first years of teaching.
The author offers suggestions for implementing successful partnerships for new
teacher induction and introduces questions for future research in the field.
NAPDS Essentials Addressed: #2/A school–university culture committed to the
preparation of future educators that embraces their active engagement in the
school community; #3/Ongoing and reciprocal professional development for all
participants guided by need; #4/A shared commitment to innovative and
reflective practice by all participants; #8/Work by college/university faculty and
P–12 faculty in formal roles across institutional settings
Introduction back, and opportunities to act as professional
colleagues (Darling-Hammond, 2010b; Ed-
The benefits of school-university and Profes- wards, Tsu, & Simpson, 2009). Benefits to
sional Development School (PDS) partner- the school include improved veteran teacher
ships for preservice teachers are well practices, gains in student performance, and
documented, and it is widely acknowledged higher teacher retention rates (Darling-Ham-
that PDS programs have great potential for mond, 2010b; Edwards et al., 2009).
improving teacher quality. As Darling-Ham- Despite these clear benefits of PDS
mond (2010b) argued, ‘‘Creating high-quality programs, the first years of teaching can be
professional development schools that con- extraordinarily challenging for new classroom
struct state-of-the-art practices in communities teachers. Although most PDS models include
where students are typically underserved is professional development and support for
critical to transforming teaching’’ (p. 43). inserviceteachersandmayimplementspecific
Benefits of PDS programs to preservice strategies for new teacher induction, the bulk
teachers include more authentic learning of the research on PDSs focuses on preservice
experiences, more confidence in their knowl- teachers (Burton&Greher,2007).Therefore,
edge and readiness to teach, more structured it may be advantageous to explore the
field experiences with more consistent feed- potential benefits of expanding school-univer-
School—University Partnerships Vol.7,No.1 35
36 CAROLYNS.HUNT
sity partnerships to include more comprehen- two or three times per year (Stanulis &
sive efforts for intensive new teacher induc- Floden, 2009; Worthy, 2005). More intensive
tion. Such explorations may shed light on induction is needed in order for new teachers
how principles from Professional Develop- to successfully navigate the challenges of
ment Schools and the wider research on new teaching in a diverse, high-stakes environment
teacher induction can be used in concert to while ensuring that all students learn (In-
more fully support novice teachers in their gersoll & Smith, 2004; Wong, 2004).
first year.
Intensive New Teacher Induction
Unique Challenges for Novice
Teachers Intensive new teacher induction programs are
those which consist of ‘‘bundles or packages
A specific focus on new teacher induction is ofsupports’’(Ingersoll&Smith,2004,p.38).
important because the first few years of One of the most important components of
teachingareacriticaltimeinthedevelopment this support package is a quality mentor from
of expert teaching (Davis & Higdon, 2008). the same field, but other supports are also
New teachers enter the classroom with a wide necessary in order to increase the retention
variety of preservice experiences. Whether and efficacy of new teachers (Smith &
they enter the field through a traditional Ingersoll, 2004; Wong, 2004). Intensive
teacher education program or an alternative inductioncantakemanyforms,butsuccessful
route to certification, they are rarely fully programs have been shown to offer time for
prepared to successfully meet the myriad new teachers to collaborate with others
challenges of teaching (Cuddapah & Clayton, (Ingersoll & Smith, 2004) and to observe
2011). Faced with increasingly diverse class- the modeling of effective teaching (Wong,
rooms and intense pressures to perform to 2004). Additional components of successful
professional and curricular standards, new programs include appropriate support from
teachers struggle to apply what they know administrators and induction that continues
about teaching in meaningful ways (Worthy, beyond the first year of teaching (Wong,
2005). Thus, nearly 50% of all new teachers 2004). Tenore, Dunn, Laughter, & Milner
choose to leave the profession within the first (2010) added that induction should be a
five years (Smith & Ingersoll, 2004). Induc- school-wide effort to provide a network of
tion programs have been designed and support aimed at integrating beginning teach-
implemented across the country, in both ers into a professional learning community.
PDS and traditional settings, in an attempt The primary goal of intensive induction
to provide beginning teachers with the kinds should be ‘‘to prepare strong teachers who
of supports necessary to become effective participate in a community of educators and
professionals. over time become leaders in their schools,
Currently, most teacher induction pro- districts, and the broader educational com-
grams are initiated within individual school munity’’ (Stanulis, Burrill, & Ames, 2007, p.
districts and vary widely in effectiveness 137).
(Buczynski & Sisserson, 2008). The most The need for intensive induction experi-
common program design has been to assign ences is supported through current educa-
more experienced teachers to serve as one-to- tional policies such as Race to the Top which
one mentors (Smith & Ingersoll, 2004). encourages districts competing for federal
Unfortunately, without sufficient support, grant money to provide supports to teachers
mentors often fall into the role of a ‘‘buddy’’ and principals in an effort to enhance teacher
who checks in with the new teacher as few as effectiveness and improve student achieve-
A Review of School-University Partnerships 37
ment (Goldrick, Osta, & Maddick, 2010). In Building an induction program that
response, states have proposed new policies extends and enriches initial prepara-
for teacher induction which include improve- tion and addresses the realities of
ments such as expanding mentoring beyond specific teaching contexts would pro-
the first yearof teaching, careful selection and vide a forum for school and university
training of mentors, and more time for educators to think together about the
teachers and mentors to work together (Gold- learning needs of teachers and K-12
rick et al., 2010). To assist with the challenge students. It would also provide a basis
of providing quality induction programs for for designing more powerful and
new teachers, some universities have part- coherent forms ofongoing profession-
nered with school districts (Buczynski & al development. (p. 1038)
Sisserson, 2008; Cuddapah, & Clayton,
She further argued that learning to teach
2011; Davis & Higdon, 2008; Stanulis &
should be seen as a continuum that extends
Ames, 2009; Staunulis & Floden, 2009). The
aftercollegeintothefirstfewyearsofteaching
purpose of this article is to explore ways in
and that school-university partnerships to
which universities can support school districts
support new teachers are a requirement for
as they work to implement more intensive
serious induction that builds on preservice
forms of induction to support new teachers.
preparation. Similarly, Solomon (2009) ar-
gued that current teacher education programs
Partnerships for New Teacher cannot continue as isolated institutions but
Induction must combine their efforts with the school
districts that they serve. New relationships
Universities have not traditionally been in- with schools are needed in order to help
volved in theinduction of beginning teachers. teachers to connect theory to practice in ways
New teachers have been expected to enter the that can leverage change (Darling-Hammond,
field as full professionals with little opportu- 2010a).
nityforapprenticeshipormentoring(Worthy, Fortunately, there are many examples of
2005). The result is that many new teachers successful university-school partnerships
are left feeling helpless and overwhelmed and which can light the way for districts and
may abandon what they have learned in universities that want to overcome these
teacher education programs in order to obstacles in order to provide intensive
survive their first year (Worthy, 2005). This induction for new teachers. For instance,
gap between the university and the everyday PDS principles are a good foundation for
classroom is exacerbated by the fact that intensiveinductionbecausetheyincludegoals
university involvement in the field is often to ‘‘support professional teaching practice, to
indirect, infrequent, generic, and disconnect- enhance the professional education of novice
ed from the community (Sleeter, 2008, and veteran teachers, and to encourage
Worthy, 2005). Many universities are missing research and inquiry related to educational
valuable opportunities to foster diversity and practice’’ (Sandholtz & Dadlez, 2000, p. 7).
critical thinking by participating in the Furthermore,someProfessionalDevelopment
professional development of new teachers Schools have made significant efforts to
(Sleeter, 2008). provide intensive new teacher induction (e.g.
Nevertheless, the extension of university Gilles, Wilson, & Elias, 2009). Additionally,
support into the first years of teaching holds someuniversities have partneredwithdistricts
strong potential for ensuring high quality solely to support new teacher induction (e.g.
teachers for all students. As Feinman-Nemser Chubbuck, Clift, Allard, & Quinlan, 2001).
(2001) stated, The studies included in this review highlight
38 CAROLYNS.HUNT
some of the most effective strategies and frequentlygiventhemostchallengingteaching
difficult challenges in implementing intensive assignments (Andrews, Gilles, & Martin,
new teacher induction within partnerships 2007; Fletcher, Strong, & Villar, 2008) which
between universities and schools. can lead to frustration and an intense need
for both professional and emotional support
(Chubbuck et al., 2001; Worthy, 2005).
Method
Studies that consider the voices of new
teachers can shed light on these needs and
I conducted a literature search using EBSCO-
point the way towards providing the best
host, ERIC, and Google Scholar. Key descrip-
possible supports.
tors and search terms included new teacher
One such study, conducted by Chubbuck
induction, mentoring, novice teachers, beginning
et al. (2001), examined the expressed needs of
teachers, school-university partnerships, and profes-
noviceteachersandhowthoseneedsweremet
sional development schools. The review was
within the Novice Teacher Support Project
limited to peer-reviewed journal articles
(NTSP).TheNTSPisapartnershipbetweena
published since 2000. Articles were only
university and two regional offices of educa-
included in the review if new teacher
tion in Illinois that aims to support new
induction through a school-university partner-
teachers as they move from initial to standard
ship was the primary focus of the article. As
licensure. They evaluated formative evalua-
such, articles that mentioned new teacher
tions from the first and second years of the
induction as a component of the partnership
project andfoundthatnewteachersexpressed
but did not specifically address it in their
the need for more access to practical and
research questions were not included. I
logistical information, more time to dialogue
carefully read each of the 25 selected articles
with experienced teachers, and opportunities
at least twice and wrote detailed abstracts,
to reflect on their practice with others in the
which included citation information, the
same situation. The novice teachers strongly
purpose of the article, research questions,
expressed the need for emotional support
methods, findings, implications, and salient
from their peers in a safe environment
quotes. I then generated initial codes (Miles
separate fromcolleagues whomight negatively
& Huberman, 1994) from the abstracts.
evaluate their ideas, such as senior staff and
Finally, I conducted an in-depth thematic
administrators. A school-university partner-
analysis (Braun & Clark, 2006) to identify
ship is ideal for meeting the varied needs of
common themes. These themes, discussed in
beginning teachers. Universities can provide a
detail below, included: new teachers’ percep-
non-evaluative space for peer discussions
tions of induction, the effects of induction
while schools can provide valuable contextual
programs, mentor training, induction in
information.
alternative certification programs, and con-
In a similar study, Andrews et al. (2007)
flicting ideologies between schools and uni-
reported the support strategies used within a
versities.
new teacher induction program funded by a
grant partnership between two universities
What New Teachers Have to Say and surrounding districts in a mid-city to
About Induction semi-rural environment. Surveys weregiven to
beginning teachers and administrators in
New teachers often experience high levels of order to determine which supports were
stress, fatigue, and insecurity as they negotiate actually provided and which were perceived
their previous understandings with the reali- asthemost valuable.Statisticalanalyses of the
ties of teaching (Worthy, 2005). They are survey data revealed a discrepancy between
A Review of School-University Partnerships 39
the supports administrators believed were which can be powerful agents for change
available and those actually reported by the especially with university support. This teach-
beginning teachers. Data also showed that the er fellowship program is a powerful example
supports that new teachers considered most of how professional development schools can
valuable such as time for collaboration with support intensive new teacher induction
other teachers were provided the least often. (Gilles & Wilson, 2004; Gilles, Wilson, &
Mentors were the most common form of Elias, 2009).
support, but there was a large variance in the These studies show that beginning teach-
perceived quality of the mentoring experienc- ers often benefit from and desire intensive
es. forms of support in their first years of
Wilkinson (2009) conducted a survey of teaching and that there are ways that
seven cohorts within an alternative certifica- universities can foster such support. For
tion program to determine beginning teach- example, Gilles et al. (2009, 2010) demon-
ers’ satisfaction with the level and types of strated how university faculty can help
support from mentors, colleagues, and ad- connect theory to practice by facilitating
ministration. Effective forms of support action research as part of a professional
included help with lesson planning, finding development school initiative. This sort of
materials, and making difficult teaching supportbuildsonteachers’experienceswithin
decisions. Survey data indicated that the their school contexts and allows novices to be
cohortswho receivedmore consistent support agentive within a professional learning com-
had higher retention rates than the cohorts munity. Another possible role of the univer-
who reported less support. In this program, sity is to provide a non-evaluative space for
the university was involved with the school beginning teachers to explore difficult issues
district’s induction program in meaningful and to develop their professional identities
and intensive ways. The university was (Andrewset al.,2007;Chubbucketal.,2001).
involved in the recruitment and selection Thesestudiesalsohighlighttheimportanceof
process of teachers, provided a full time administrative support. However, administra-
coordinator and program leaders with release tors are not always prepared to offer intensive
time from college teaching, provided training supports and may have different perspectives
to administrators and mentors, held weekly of their induction program than novice
seminars, and facilitated peer interaction teachers (Andrews et al., 2007). Administra-
among new teachers. tors may need training in intensive induction
Gilles, Wilson, and Elias (2010) inter- and building school capacity for professional
viewed past and present teacher fellows, learning communities (Andrews et al., 2007),
mentors, and administrators about their and universities can be a valuable resource in
perceptions of the action research component providing such professional development
of a teacher fellowship program supported by (Wilkinson, 2009).
a PDS between a Midwestern university and a Although these studies offer valuable
local elementary school. They explored how insights into the specific needs of new
action research contributed to collaboration teachers, there are some significant limita-
and what factors added to the program’s tions. For instance, only the perceptions of
growth and sustainability. The participants teachers involved in the programs were
indicated that action research encouraged considered, and there were no control groups
teacher accountability, interactions between of teachers participating in other programs or
staff, and a cycle of professional growth. The not receiving induction support. Therefore, it
authors concluded that action research allows is difficult to determine whether these
for teacher ownership and collaboration, induction programs are more effective than
40 CAROLYNS.HUNT
other less intensive programs. Moreover, the and staff. The third group received informal
primary warrant of these studies is that supports from other teachers as needed.
teacher induction is important because it Using semi-structured interviews, classroom
can increase the low retention rates that are observations, and collected documents, the
particularly common among high-needs researchers found that the beginning teachers
schools. While teacher retention is a pressing in the science-focused support group imple-
issue, it is also critical to foster quality mented more student-centered and inquiry-
teaching. Data from classroom observations based lessons, held beliefs which were more
and measures of student achievement may closely aligned with student-centered teaching
help to identify the components of effective practices, and felt fewer constraints to their
induction programs for new teachers. teaching than new teachers in the less
intensive induction programs. The authors
concluded that there is a need for more
The Effects of New Teacher
specialized induction support specific to
Induction
teachers’ content areas and that such support
is best provided when universities and school
There are several compelling reasons to
districts work together.
include measures of teaching practices and
Fletcher et al. (2008) analyzed elementary
student achievement when evaluating new
students’ total reading scores on the Stanford
teacher induction programs. For instance,
Achievement Test in three California school
retention of new teachers is only helpful if
districts in order to determine how variation
the participants are high quality teachers who
in teacher support programs are related to
are able to teach effectively in the given
student achievement. Using a value-added
environment. As Fletcheret al. (2008) argued,
model and a regression equation, they
‘‘A goal of an ideal induction program is not
determined that class factors such as percent-
only to improve retention of new teachers but
age of minority students, percentage of
also to help them become effective instruc-
poverty, and the level of prior achievement
tional leaders’’ (p. 2283). Moreover, solid
had negative impacts on measures of student
evidence of the effectiveness of programs can
achievement, which appeared to limit the
assist policy makers in making fully informed
effectiveness of new teachers. They also found
decisions (Fletcher et al., 2008) and may be
that new teachers were more likely to be
necessary to secure the funding for successful
assigned to these classes with more diverse
intensive induction for new teachers (Wood,
and impoverished children and that the
2001). Several studies offer evidence of the
students of new teachers in mentoring
positive effects of intensive induction pro-
programs were more likely to make gains in
grams beyond retention and job satisfaction.
Luft, Roehrig, and Patterson (2002) achievement than the students of the experi-
examined the effects of three different types enced teachers in the study. They concluded
of induction programs for new secondary that mentoring programs may have a positive
science teachers. Three groups of five teachers effect on student achievement and that
each experienced different levels of support. closing the achievement gap may depend on
The first group received university-based, supporting new teachers.
science-focused induction which consisted of Davis and Higdon (2008) described The
workshops and site visits throughout the year Teachers Fellow program, a partnership
conducted by a university faculty member or between one university and several school
research assistant. The second group partici- districts in central Texas, which has been in
pated in formal induction activities planned operation since 1994. The program offers
and implemented by school administrators newly certified elementary teachers a $15,000
A Review of School-University Partnerships 41
fellowship which includes tuition, mentoring Helfledt, Capraro, Capraro, Foster, and
support, and a master’s degree in lieu of a Carter (2009) described a partnership be-
district salary. The university supplements the tween one university and six urban school
districts’ induction program with seminars districts in a program designed to recruit new
andgraduatecourseworkfornewteachersand teachers into high needs schools. Teachers in
training for mentors. The new teachers the program took a full-time, paid, year-long
teaching internship in lieu of student teach-
participate in activities such as analyzing
ing. The university participated in the selec-
videotapes of their lessons, reflective journal
tion, initial training, and continued
writing, peer coaching, and a classroom based
professional development of mentors and
inquiry project. A qualitative study compared
provided an online learning community for
five teachers who participated in the program
interns. The internship was shown to be
and five teachers who only participated in the
effective through several means. There was a
districts’ induction program and found that
100% retention rate among the interns, and
the teacher fellows were more likely to use
they remained in their positions at a higher
effective teaching practices such as hands-on
rate than other teachers in the state despite
activities and modeling and that they received
assignments in challenging, urban schools.
more frequent and meaningful support from
Through statistical analysis of the Teaching
their mentors (Davis & Higdon, 2008). In an
Intern Professional Scale given at the begin-
earlier study of the same program, Davis and
ning and ending of the year, the researchers
Waite (2006) identified several strengths of determined that there was significant growth
the program including providing a mentor in in the participants’ confidence, readiness to
the same field, time for collaboration, and an teach, and self efficacy. Furthermore, the
external networkof support.Theyargued that interns were consistently rated as proficient
the school district-university partnership of- by their administrators as demonstrated by a
fered a unique opportunity for the sharing of state-mandated evaluation tool.
resources and for linking theory and practice. These studies make a valuable contribu-
Stanulis and Floden (2009) compared tion to the literature and exhibit several
twelve teachers who participated in an strengths. They utilized control groups in
intensive mentoring program developed be- order to make direct comparisons between
teacherswhoreceivedintensiveinductionand
tween an urban, Midwestern school district
those who did not. Additionally, they use
and the local university to a group of twelve
mixed methods designs which allowed for a
teachers who did not participate. The partic-
more systematic evaluation of programs while
ipating teachers participated in eight after
still considering the new teachers’ perspec-
school beginning teacher sessions and were
tives. This wider view successfully demon-
paired with a mentor who was released one
strates the benefits of induction beyond
day of each week to work with several new
teacher retention and job satisfaction and
teachers. The group that received more
makes a strong case for the investment in
intensive mentoring demonstrated a greater
partnerships to support new teachers.
use of effective teaching skills as evidenced by
the AIMS observation instrument and ex-
pressed more positive views about their Training Mentors for Intensive
mentoring experiences. The university provid- Induction
ed training for the mentors that consisted of
six hours per month of focused study groups Across the studies reviewed thus far, the
and six professional development sessions importance of providing high quality mentors
throughout the year. has been frequently identified as a crucial
42 CAROLYNS.HUNT
investment for effective new teacher induc- that ‘‘a mentor alone is not enough; the
tion. Moreover, the research on Professional mentor’s knowledge and skills of how to
Development Schools has often highlighted mentor are also crucial’’ (p. 303).
the need for training mentors for teacher This study has strengths and weaknesses.
candidates and novice teachers (Nolan et al., One strong point is the use of a wide variety
2009; Sandholtz & Dadlez, 2000; Sandholtz, of evidence to determine the effectiveness of
2002; Witsell et al., 2009). A few researchers the mentor training including the mentors’
have focused specifically on the training of perceptions, analysis of mentors in action,
mentors for new teacher induction and reviewsofwrittenplans,teacherpractices,and
demonstrated ways in which universities can student outcomes. A weakness is the short,
contribute to quality mentoring (Ganser, three-month time period for the study. More
2002; Gilles & Wilson, 2004; Kelley, 2004; longitudinal studies are necessary in order to
Moss, 2010; Myers, McMillan, Price, Ander- determine what lasting effects training pro-
son, & Fives, 2007). For example, Evertson grams for mentors may have. Additionally,
and Smithey (2000) conducted a comparison there was unexplained variance between the
between twenty-three mentors who participat- two school sites in the areas of task-avoiding
ed in workshops designed in partnership with and disruptive behavior among students. The
two school consortia in a large Midwestern authors did not attempt to explain this
state and twenty-three mentors who partici- finding, but it could suggest that some factors
pated only in their district’s orientation related to school capacity and cultures are not
sessions. The treatment group of mentors easily overcome by mentoring alone.
participated in a four-day initial mentor In another study devoted to mentor
training workshop and monthly follow-up training, Stanulis and Ames (2009) explored
sessions given by university facilitators from the ways in which one experienced teacher
two universities. In the workshops, mentor conceptualized her role and struggled to
teachersusedavarietyofactivitiessuchasrole create learning opportunities for the new
playing and analyzing case studies to explore teachers assigned to her. The mentors in this
centralquestionsrelatedtoqualitymentoring, program were recruited and interviewed by
and they learned specific techniques for university induction leaders and the school
working with novice teachers. Analysis of district’s human resource managers. Each
video-taped interactions betweenmentors and mentor was matched with three novice
novice teachers in both groups revealed that teachers according to teaching responsibilities
the treatment group used conferencing skills and was released from their teaching duties
more effectively. According to meeting notes one day of each week in order to work in the
and goal setting forms, the mentors in the mentee’s classrooms. The university provided
treatment group were more likely to make six days of professional development through-
specific plans for supporting the new teachers out the year and mentors participated in six
andweremorelikelytoelaborateaboutwhich hours of mentor study groups each month.
mentoring activities needed to be done, how The study showed that these training oppor-
they would be accomplished, and the expect- tunities enabled one mentor to differentiate
ed results. Classroom observations indicated her mentoring practices in order to meet the
that novice teachers of mentors in the individual needs of new teachers. Specific
treatment group rated higher on effective supports were designed in response to the
teaching practices such as motivating students mentor’s requests and included methods such
and managing behavior and that student as providing relevant articles and mentoring
outcomes improved earlier in the semester. coaches to support the development of
Based on these findings, the authors claim mentoring skills. The authors concluded that
A Review of School-University Partnerships 43
induction providers need to carefully and candidates complete methodology courses and
seriously consider the needs of mentors and student teaching in their first year of the
beginning teachers. program and are teachers of record in their
Although this study focused on just one second year. The university provides support
mentor, it provides a valuable, close up view throughout the two years in the formof initial
ofamentor’s work.Astheauthors argue, case methodology classes, weekly observations and
studies such as this one are a good source for feedback from a university supervisor, and
new mentors and mentor trainers to examine participationinanonlinenetwork.Theschool
difficult situations and to spark discussions of provides a mentor for the second year of the
possible strategies for working with novice program but does not provide release time,
teachers. University faculty members, especial- thus meetings between the mentor and intern
ly those who are already participating in mustoccurduringcommonfreetimesorafter
professional development school partner-
school. The authors administered exit surveys
ships, are uniquely positioned to assist
of new teacher satisfaction and analyzed
mentors as they grapple with the challenging
students’ Praxis II Pedagogy scores. They
work of supporting new teachers.
argued that this alternative certification part-
nership is a good model for others to follow
based on the high degree of intern satisfaction
Alternative Certification
and higher Praxis scores than other teacher
Programs
candidates across the state in four out of six
certification areas.
Another possibility for school-university part-
Cuddapah and Clayton (2011) analyzed a
nerships is the development of alternative
professional cohort designed for new teachers
certification programs. Due to teacher short-
from alternative certification programs within
ages of highly qualified teachers in high-needs
the framework of Wegner’s communities of
schools, more than 40 states have created
practice. The cohort was a partnership
alternative pathways to teacher certification
between the university and the school district
(Darling-Hammond, 2010a). There is a wide
which offered fifteen bi-weekly two-hour
body of research on school-university partner-
sessions for new teachers led by experienced
ships for alternative certification (Humphrey
educators referred to as a co- facilitators. The
& Wechsler, 2005; Rice, 2010; Zeichner &
university contributed to the program by
Schulte, 2001). Several studies have highlight-
assisting with the design of the induction
ed ways inwhichuniversities can support new
program and training and coaching the co-
teacher induction as part of the alternative
facilitators. The authors claimed that the
certification route (Cuddupah & Clayton,
cohort was a valuable opportunity for novice
2011; Masci & Stotko; Wilkinson, 2009).
Masci and Stotko (2006) evaluated the teachers working in urban schools to develop
Professional Immersion Masters of Arts in a sense of community in which they could
Teaching (ProMAT) program which is a share information about teaching practices,
cooperative alternative certification program negotiate meanings, and develop an identity
between Johns Hopkins University and Mont- as a teacher.
gomeryCountyPublicSchoolsinMaryland.In Wilkinson (2009)describedan alternative
this program, new teacher candidates commit certification program that recruits teachers for
to serving several years in the increasingly a large urban district. In exchange for a five-
urbandistrictinexchangefortuitionassistance year commitment to teaching in the district, a
for 39 hours of graduate level coursework district foundationpays tuition fora graduate-
based on the Interstate New Teacher Assess- levelteacher preparationprogramprovidedby
mentandSupportConsortiumPrinciples.The a local university. The program includes a
44 CAROLYNS.HUNT
comprehensive teacher induction program munities and struggling schools need to find
with a wide variety of supports. Wilkinson ways to match the on-site support offered
(2009)issupportiveofalternativecertification throughtheseprograms.Traditionalprograms
programs because of their effectiveness at also lack the diversity among teacher candi-
recruiting teachers for underserved schools dates that is represented in these studies and
and because they include a higher percentage may need to modify recruitment and admis-
of minority teachers than traditional teacher sion practices in order to make teacher
education preparation programs. Despite education more accessible to candidates from
these positive elements of alternative certifi- underserved communities (Sleeter, 2008).
cation programs, one can question the Professional Development Schools can be
feasibility of placing teachers in classrooms seen as a compromise between traditional
with little previous experience, pedagogical colleges of education and alternative certifica-
knowledge, or exposure to foundational tion programs because they maintain the
educational theories. Alternative certification benefitsof traditionalprogramswhileaddress-
programs can be successful when implement- ingsomeof theissuesofpreparingteachersto
ed properly, but some are ‘‘truncated pro- teach in diverse settings (Darling-Hammond
grams that short circuit essential elements of & McLaughlin, 1995) and retaining teachers
teacher learning’’ (Darling-Hammond, 2010a, (Latham & Vogt, 2007).
p. 240). Such programs could serve as
indoctrination into the status quo of a
Conflicting Ideologies
particular school rather than an induction
into quality teaching.
Whether school-university district partner-
Despite disagreement about the effective-
ships exist within alternative certification or
nessofalternativecertificationprograms,there
traditional programs, there are likely to be
are some lessons to be learned about school-
difficulties and conflicts as schools and
universitydistrictpartnershipsinthesestudies.
universities develop collaborative relation-
Primarily, there is clearly a need for effective
ships (Darling-Hammond, 2010a). Collabora-
intensive induction programs specifically
tions between university researchers and
geared to the unique needs of new teachers
school practitioners necessarily involve the
working in challenging urban schools with
sharing of power across ‘‘lines of turf’’
high turnover rates. As Rice (2010) argues,
(Buczynski & Sisserson, 2008). There is a
large body of research exploring the tensions
Regardless of the source and type of
that can arise within school-university part-
their preparation, novice teachers
nerships (e.g., Brown et al., 2010; Ledoux &
entering these [struggling] schools
McHenry, 2008; Lefever-Davis, Johnson, &
may need site-specific training, induc-
Oearman, 2007; Martin, Snow, & Torrez,
tion, and professional development
2011; Parkinson & Welsh, 2009; Stephens &
that will prepare them to be effective
Boldt, 2004). The following research studies
in the particular environments in
illuminated some of the conflicts that can
which they are teaching. Researchers
occur when the theory of the university
and policymakers should work toward
collides with the practice of the school during
identifying and investing in high-
new teacher induction efforts.
quality, site-specific training for teach-
Buczynski and Sisserson (2008) described
ersworkinginparticularlychallenging
an induction program in the Southwestern
environments. (p. 170)
United States in which university professors
Traditional colleges of education that aim co-taughtclassesfornewteachers withinstruc-
to prepare teachers for diverse, urban com- tors provided by the school district. This co-