Doing More with Less: How One Professional Development School Partnership Strategically Aligned Ideals and Resources

Autor/inn/en	Hunzicker, Jana; Olson, Peter; Wolffe, Robert; Dillon, Noreen; Sattler, Joan L.
Titel	Doing More with Less: How One Professional Development School Partnership Strategically Aligned Ideals and Resources
Quelle	In: School-University Partnerships, 8 (2015) 1, S.13-19 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-7125
Schlagwörter	Professional Development Schools; Partnerships in Education; Strategic Planning; Alignment (Education); Educational Resources; Educational Practices; Models; Educational Planning; College School Cooperation; Governance; Field Experience Programs; Pilot Projects; Learning Activities; Technical Assistance; Program Descriptions; Illinois + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; Strategy; Planning; Strategie; Planung; Bildungsmittel; Bildungspraxis; Analogiemodell; Bildungsplanung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Praxisnahes Lernen; Pilot project; Modellversuch; Pilotprojekt; Lernaktivität; Technische Hilfe
Abstract	The Bradley PDS Partnership, about which we report in this article, was established in 1995 to promote academic and professional development for P-12 students, pre-professionals, practitioners, and professors. For twenty years, the partnership has been generously funded by the William T. Kemper Foundation-Commerce Bank, Trustee. In a grant proposal to the foundation, we sought additional funding to expand the number of Bradley PDS sites from four schools to eight. However, we received the same level of funding as during the previous three-year term. Around the same time, our university raised the base salary for adjunct faculty, increasing the expense of faculty course reductions--a significant portion of our PDS budget. It quickly became clear that our PDS would have to do more with less. This article describes our restructuring and strategic planning processes and explores the strengths and weaknesses of our newly restructured PDS model. We believe our experience will be useful to other school-university partnerships that are trying to do more with less. (As Provided).
Anmerkungen	National Association for Professional Development Schools. College of Education University of South Carolina, Wardlaw 252, Columbia, SC 29208. Tel: 803-777-1515; Fax: 803-777-3035; e-mail: napds@mailbox.sc.edu; Web site: http://www.napds.org/school_university_partnerships.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01