Partnership Practices

Partnership Development 

The enactment of a common vision that is supportive of recruitment activities of underrepresented students in the teaching profession in a Teacher Academy program is one strong rationale for the formation of college and school district partnerships.

With collaborative and deliberate strategic planning in mind at the the high school level, successful Teacher Academies incorporate higher education institutions and the community to build structures that keep alive the dreams of future teachers. The program is built to include skill-building processes that embed college advising, visits to universities, financial aid and scholarship awards as part of the high school program. 

What Five Essentials Should High School Administrators Consider for Both Internal and External Partnerships? 

  1. Connect the Teacher Academy program to a broader purpose for
    • producing a more diverse group of future teachers; and
    • improving P-12 education through effective course field experiences (with tutoring and service learning experiences aligned with the RWT course).
    • Encouraging deep school district partnerships with elementary school field sites, community colleges, and university teacher preparation programs will support meeting both the current P-12 academic achievement goals and the future workforce needs of the district
  1. Active engagement of key partners should explore these questions:
    • What roles and responsibilities will we each have? 
    • Why do we want to participate, and what does each partner need to sustain engagement? 
    • Because CTE courses are required to have advisory groups, CIE courses can take advantage of interested university faculty, local non-profit groups and other education professionals who can advance the goals of the program. In some areas, consortia of multiple higher education partners make work easier to accomplish.
  1. How can a rigorous new teacher academy curriculum and course promote sharing decisions to create learning laboratory opportunities for high school students?
    • Engage elementary principals and teachers by learning their tutoring and service learning needs and align the course field experiences with actual district needs to promote participation. 

  2. How will you ensure that partnerships represent a collaborative process of opening opportunities of careers in education to high school students? Is a written agreement needed between partner institutions? When and how often will you commit to periodic evaluation of the program data and outcomes?

  3. How will your program develop a positive identity among high school students? 
    • Tacoma Public Schools, for example, has successfully branded their Careers in Education program as “TEACH 253” with T-shirts and an attractive logo enthusiastically adopted by the high school students in the program.