University Faculty In Partner Schools

Abstract

A common component of teacher preparation reform includes the development of partner schools. As more universities create partnerships, the impact on faculty rewards, rank and status are significant concerns. This research examined these issues with National Network for Educational Renewal (NNER) institutions. The amount and nature of faculty work in partner schools varied considerably across NNER institutions suggesting that progress is variable and/or that institutions are arriving at different solutions regarding partnerships. In addition, the provision of formal and systematized teaching load credit or course release for faculty who work in partner schools is only slowly emerging at some institutions. Finally, only a small percentage of institutions reported changes in tenure and promotion guidelines recognizing partner school work, with about one third indicating that such changes were under discussion, while half reported no changes. Reasons for these findings are offered and analyzed in terms of changing teacher preparation programs.