The Financing and Governance of Professional Development or Partner Schools. Occasional Paper No. 10.

Autor/in	Theobald, Neil D.
Institution	Washington Univ., Seattle. Center for Educational Renewal.
Titel	The Financing and Governance of Professional Development or Partner Schools. Occasional Paper No. 10.
Quelle	(1990), (38 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Administrator Education; College School Cooperation; Educational Change; Educational Finance; Elementary Secondary Education; Governance; Higher Education; Inservice Teacher Education; Preservice Teacher Education; Professional Development Schools; Rewards; School Organization; Teacher Educators; Teaching Conditions + Suchen Sie Ihr Suchwort? Bildungsreform; Bildungsfonds; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerfortbildung; Lehramtsstudiengang; Lehrerausbildung; Reward; Belohnung; School organisation; Schulorganisation; Teacher education; Lehrerbildung; Lehrbedingungen; Unterrichtsbedingungen
Abstract	The purpose of this paper is to: (1) discuss the requisite financial and organizational components of partner schools or professional development schools; and (2) identify structures and processes which will allow these schools to contribute to the simultaneous reconstruction and renewal of the public schools in which teachers work and the university programs in which they train. The kind of renewal that is envisioned for schools and universities is viable only if the arrangement is viewed as materially beneficial to all parties involved. Partner schools are based in existing public schools and provide: (1) exemplary educational programs for students; (2) setting for site-based preparation programs (coursework and field experience) for preservice teachers and principals; (3) inservice training for current school personnel; and (4) settings for a variety of school-based research. Partner schools will necessarily wed public school districts, schools and colleges of education, teacher organizations, and state governments into an economic union which involves a significant reallocation of resources within and among the four sets of institutions. This paper presents a compensation scheme which hinges upon the development of organizational structures that encourage increased output from the system and that seek to diminish the threat to the welfare of any of the institutional participants in the partner school model. (IAH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC