Standard 3. Element One: Collaboration Between Unit and School Partners

 

In fall 2004, human resource personnel for Region I school districts were invited to Virginia State University to meet the Unit administration and faculty. During the meeting, the Initial Teacher Education Programs of study were presented and collaboration was discussed related to field experiences and professional development. Dialogue included past collaborative experiences in these areas and suggestions for improvement that would meet standards and benefit each district represented. Agreement to continue the partnerships, expectations for the partnership, and a contact person for each district were established. The contact persons were later invited to participate with the Unit administration and faculty in a strategic planning retreat in Williamsburg, VA. At that time, the conceptual framework was examined to validate that it represented the current literature, standards of the profession, and knowledge, skills and dispositions of our candidates. The Coordinator of Field Experiences continued the collaboration by visiting each school district to become acquainted with the culture and identify future initiatives. 

 

As a result, the Unit developed a partnership with Walnut Hill Elementary School and J.E.B. Stuart Elementary School in the Petersburg School District for an after school reading program. Teacher candidates tutored second and third grade students, who were identified as at risk of failing the reading standardized achievement test. The agreement also involved field experiences during the day, during which teacher candidates observe, assist, and work with small groups of children in an assigned teacher’s classroom. At the end of the semester, all student participants from the elementary schools came to the VSU campus for an intense reading workshop. In addition to providing research-based reading instruction, the workshop also provide students with early exposure to college, which hopefully enhanced their motivation to learn and continue their education.

 

The unit collaborated with Petersburg Public Schools to write a proposal for two grants: a Clinical Faculty Grant and the National Science Foundation Math and Science Grant. The Virginia Department of Education awarded the Clinical Faculty grant, which provides funding for 10 teachers to be trained as clinical faculty/mentors for new teachers in their district and teacher candidates at Virginia State University, using the Pathwise model.

 

The Unit is also partnering with Ettrick Elementary School, in Chesterfield County Public Schools to develop a grant proposal for the Reading First Project. The grant was approved and during the spring 2005 semester, second and third grader students come to the Reading First Center on VSU’s campus 4 days a week. The Center is staffed by teacher candidates, who plan and implement instruction while applying theory learned in the Language Acquisition and Reading I and II courses. Ettrick Elementary School teachers provide assistance as well.

 

The Mathematics and Computer Science, Music, Art and Design and Health, Physical Education and Recreation Departments also collaborate with the unit for field experiences. Departmental faculty have established agreements with the Petersburg Public School District to support an ongoing program where teacher candidates tutor students in the school district. The Coordinator of Field Experiences provides an orientation and assists in the placements in schools who request tutors. The departmental faculty and classroom teachers directly supervise and evaluate the candidates. Evaluations are then shared with the Coordinator of Field Experiences who uses the data to enhance field experiences and collaborative initiatives.

 

 

The counselor education program works collaboratively with several school divisions throughout the Commonwealth of Virginia and North Carolina. Counselor education candidates complete clinical experiences the following school divisions in Virginia: Chesterfield County Public Schools, Dinwiddie County Public Schools, Henrico County Public Schools, Prince George County Public Schools, Petersburg City Public Schools, Hopewell City Public School, Colonial Heights City Public Schools, Richmond City Public Schools, and Halifax County Public Schools. In North Carolina, candidates complete field experiences in Weldon Public Schools, Halifax County Public Schools, Warren County Public Schools, and Northampton County Public Schools.

 

Recognizing the necessity for a more unified program, Virginia State University graduate faculty met with SPA representative, representatives from local collaborating school districts, and 2 student representatives in the fall of 2005. Although fourteen representatives were invited, 2 districts (Chesterfield County Public Schools, Richmond City Public Schools) participated in the meeting and 3 additional supervisors (Henrico County Public Schools, Chesterfield County Public Schools, Lawrenceville Public Schools) provided input. Participants suggested updating the student and site supervisor handbook and providing an opportunity to attend an initial orientation meeting for at the beginning of each semester where evaluation forms, candidate and supervisor responsibilities could be shared. A draft of candidate and supervisor requirements, including recommendations, as well as the evaluation form and rubric was sent to participating field supervisors in December, 2005. Field supervisors provided valuable feedback included in the final draft.

 

The spring 2006 internship candidates are piloting the new requirements as recommended and developed during several concurrent sessions. Site supervisors were invited to a dinner discussion meeting, given the revised handbook (attached) and provided training on their role as mentor. In addition, an overview of candidate requirements was also discussed. In fall 2006, mentors will also be trained in the use of the CampusTools™ HigherEd system for data collection. This system will enable mentors to provide feedback directly into the university data collection system.

 

In addition to improving collaboration with the school systems, internship requirements were also revised as a result of concurrent sessions. The required activities are designed to focus on standards not easily addressed during in-course field experience opportunities (Exhibit 3.1). Mentors encouraged requirements that guided the internship and were pleased to see the implementation.