The Role of Leaders in Forming School-University Partnerships for Special Education Teacher Preparation

Autor/inn/en	McCray, Erica D.; Rosenberg, Michael S.; Brownell, Mary T.; deBettencourt, Laurie U.; Leko, Melinda M.; Long, Susanne K.
Titel	The Role of Leaders in Forming School-University Partnerships for Special Education Teacher Preparation
Quelle	In: Journal of Special Education Leadership, 24 (2011) 1, S.47-58 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1525-1810
Schlagwörter	Program Design; Professional Development Schools; Teacher Shortage; Partnerships in Education; School Districts; Special Education Teachers; College School Cooperation; Leadership Responsibility; Alternative Teacher Certification; Teacher Supply and Demand; Innovation; Participative Decision Making; Teacher Collaboration; Trust (Psychology); Role; Curriculum Development; Governance; Teacher Education + Suchen Sie Ihr Suchwort? Programme design; Programmaufbau; Programmplanung; Lehrermangel; Hochschulpartnerschaft; School district; Schulbezirk; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrerbedarf; Lehrerkooperation; Rollen; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Lehrerausbildung; Lehrerbildung
Abstract	Partnerships between local education agencies (LEAs) and institutions of higher education (IHEs) allow individual organizations to leverage their assets as well as expand and enhance their own knowledge bases. Two of the more prominent types of LEA-IHE partnerships in special education are Alternative Route to Certification programs and Professional Development Schools. In addition to a collaborative infrastructure, both partnership types described converge in a few key areas: addressing teacher shortages, innovative program design, shared responsibilities, and resources and contextual supports. These two partnerships can yield promising outcomes, but require the same amount of intensive, time-consuming work regardless of their different goals. To optimize LEA-IHE engagement, leaders should: build trusting relationships, develop a common vision, define and restructure roles and responsibilities, develop novel curricula, and establish shared governance structures. (Contains 1 table.) (As Provided).
Anmerkungen	Council of Administrators of Special Education. Fort Valley State University, 1005 State University Drive, Fort Valley, GA 31030. Tel: 478-825-7667; Fax: 478-825-7811; Web site: http://www.casecec.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10