The emergent model for student teaching is the clinical training sites approach. This paper describes this model, as implemented by Memphis State University, and the changes that occurred in program philosophy and participant roles and responsibilities. It also identifies factors that contributed to successful implementation. (IAH)

Problems and solutions associated with a five-year university-school collaboration to implement partner schools are outlined. A sample of findings from research and external evaluation is given as preliminary evidence of the partner school concept's feasibility. (IAH)

This paper describes a zero budget alternative to state-funded induction programs in Texas: the Beginning Teacher Academy (BTA). BTA culminates the third phase of a three-phase (initiation, implementation, induction) professional development model. (IAH)

The University of Houston-Clear Lake requires preservice teachers to develop a portfolio to demonstrate their proficiency in seven standard areas. The portfolios are developed and assessed under the guidance of university faculty and mentor teachers at the public schools. This team assessment provides interns more extensive and objective feedback,…

Describes a school-university collaboration which tackled issues of mentoring, writing, and publication, bringing teachers, professors, and administrators together for research. Participants' action research resulted in a major book publication on new directions for mentoring and creating cultures of synergy. Strategies for developing and…

Describes a university/public school collaborative model to increase the number of minority teachers and instructional quality for urban students. Paraprofessionals were recruited and trained to return as teachers. The program emphasized competencies and attitudes for teaching urban students. Preliminary results suggest the program offers one way…

Describes a study involving 5 years of interview data from first year teachers in a school-university partnership that provided induction and mentoring at the graduate level. Results highlighted three themes: self-survival, mastery of the task, and awareness of student needs. Further analysis indicated that for these new teachers, meeting students…

Three features of the College/School Professional Network, an urban public college's Professional Development School (PDS) initiative, are: the Network uses resource, partnership, and professional development sites; full-time college faculty workloads are reconfigured to incorporate PDS work as part of the faculty's official job description…

Describes a field-based, post-baccalaureate teacher education program developed by a college of education and the local school district to help meet the shortage of urban teachers. The program offers an intensive route to teacher licensure for people with degrees outside of education, preparing candidates for urban contexts and offering…

Examines a school-university partnership which provides graduate-level mentoring and induction to beginning teachers. Data collected on teacher retention, participant reflections, school district evaluations, and ongoing collaborations suggest that beginning teachers have intensive support while earning a Master's Degree, the university gains…

A study of 10 social studies education students at the University of Illinois at Urbana-Champaign focused on consequences of pairing student teachers in a field experience program. Most of the findings suggest that the paired student teacher concept may have constructive implications for budgetary considerations and peer support relationships. (FG)

For Blacks to participate fully in higher education and professional achievements, colleges and school districts must work cooperatively to prepare Black high school graduates academically. Programs initiated by Indiana University Northwest and the Gary Public Schools identify promising high school students, steer them toward advanced courses, and…

Universities and schools can develop a collaborative relationship by creating professional development centers to facilitate a beneficial climate for learning to teach and a supportive and collaborative system for the professional growth of experienced teachers. (JN)

Examines six years of work with standards-based assessment (portfolios and group demonstrations of learning) at the University of North Dakota and an affiliated elementary school. Argues that the simultaneous development of parallel processes in a teacher education program and its professional development school can help renew teaching practice.…

Examined elementary preservice professional development school (PDS) preparation and subsequent entry/retention in teaching. Data on PDS and non-PDS students prior to and during traditional and PDS student teaching indicated no significant differences between the groups prior to student teaching, but significant differences in favor of the…