Procedures for Establishing
Professional Development School Partnerships

It is the intent of Teachers College to establish and nurture a variety of professional partnership relations with schools and educational sites in the region and to enable the creation of a network of such partnerships. The goals of this effort are to encourage and lead in the process of simultaneous school improvement, such that individually and collectively partnership schools and Ball State University will contribute to the attainment of significant new levels of excellence in the preparation of both professional and preservice teachers and the delivery of exceptional educational experiences for students in the region. The following procedures are proposed for initiating this network of partnerships:

1. Basic Understandings

The approach to meeting these goals should be based on some broad principles and strategies to which all are committed, such as the following:

The nature of the relationship is that of a partnership.

In each school, the school faculty and BSU faculty will work as a team, designing, implementing, and evaluating school projects. As such, each side will commit to make clearly defined contributions to the partnership.

The partnership is designed to achieve clearly defined, mutually agreed upon objectives and goals.

The overall thrust of each partnership will be to achieve excellence in the preparation of preservice teachers and excellence in the professional delivery of educational experiences to the students in the school. In this context, each school will focus on at least one area of school improvement from the Holmes Partnership principles: high quality professional preparation; simultaneous renewal; equity, diversity, and cultural competence; scholarly inquiry and programs of research; and faculty development and/or policy initiation. Many other achievements will undoubtedly result from the partnership, which will benefit both the school faculty and the BSU faculty. However, activities should be focused on this central goal and should grow out of it.

The development of each partnership project will, within broad outlines, be unique, allowing school faculty and BSU faculty working together to explore and develop initiatives based on professional interests of the partners and particular elements of the school setting.

In the pursuit of this common goal, each partnership site will contribute unique assets and face unique challenges. Interests and strengths of the individual school faculty and BSU faculty will also vary. Therefore, projects will be expected to take these differences into account as they relate to the common goals outlined above.

The overall aim of the partnership is the pursuit of a continuing high-level of professionalism and professional growth by contributing to the improvement of schools and teacher education.

These partnerships should not be thought of as simply arrangements for supervising student teachers, though that will be a continuing fundamental outcome. It is hoped that the partnerships formed will spawn school-based projects that will engage teachers and BSU faculty in serious research and development activities dedicated to the improvement of professionals and the profession of teaching.

2. Criteria for School Participation

Based on the understandings outlined above, there must be some way for individual schools to determine their suitability for pursuing partner relationships with Ball State University. The following criteria are suggested as primary indicators when determining whether a partnership is appropriate:

1. The school commits to developing and implementing a partnership plan in pursuit of school improvement and professional excellence under one of the six Holmes Partnership principles.
   
   
2. The school demonstrates that a significant portion of the school's faculty and staff are supportive of the partnership and its goals. (Even though some faculty and staff may not be participating directly in the project, a strong building-wide climate of support and desire to remain informed is crucial.)
   
   
3. The school commits to accepting a reasonable number of field placements in the building each semester.
   
   
4. The school commits to a dedication of a reasonable portion of its professional resources (materials, time, funds, etc.) to the completion of the partnership plan.
   
   
5. The school demonstrates that it has the support of its school corporation and senior administration in the partnership activity.
   
   
6. The school commits to remaining engaged in the partnership for a sufficient time to see the accomplishment of the partnership plan.
   
   
7. The school commits to reviewing the partnership proposal yearly.
   
   
8. The school agrees to assist in the collection and analysis of student achievement data. The school agrees to participate in the site review process and yearly self-evaluation.

3. Criteria for Ball State University Participation

Based on the understandings outlined above, the expectations of Ball State University in the partnership must also be understood. The following criteria are suggested as primary indicators of the University's responsibility in the partnership:

1. The University commits to assigning one faculty member (BSU faculty liaison) to work in the school on an ongoing and regular basis.
   
   
2. The BSU faculty liaison will work with school personnel in the supervision of the assigned students and will serve as the instructor of record for them.
   
   
3. The BSU faculty liaison will work with the School Site Council in the planning and implementation of the school's partnership plan, serving as a resource and consultant. The school's partnership plan will include, where appropriate, school-based research projects to be accomplished jointly and cooperatively with BSU and school personnel.
   
   
4. The BSU faculty liaison will connect the school with the resources of the University (materials, consultants, in-service leaders, etc.) in order to provide maximum support for the partnership.
   
   
5. The BSU faculty liaison will, with the School Site Council, plan and implement an evaluation of the partnership plan.
   
   
6. The BSU faculty liaison will, with the School Site Council, document the partnership efforts and activities and assist in dissemination efforts regarding the results of the partnership activity.
   
   
7. The BSU faculty liaison will assist in collecting and analyzing student achievement data.

4. General Timelines and Implementation Goals:

It is the intention of Ball State University to establish school partnerships as quickly as possible while exercising sufficient care to ensure their success. Many limitations exist that dictate a measured and progressive approach to building a network of school partnerships (see separate document on governance). Ultimately, it is hoped that Ball State will have partnership arrangements with all schools in the area. Clearly, that will take a considerable period of time to achieve.

5. Procedures for Establishing Partnerships

The following procedures will be followed in establishing school partnerships:

1. Statement of Interest

   Schools interested in exploring the possibility of a PDS partnership with Ball State University will submit a signed Statement of Interest in which the school indicates its desire to enter into a dialogue with the university that might lead to a PDS relationship.

   Upon receiving the statement of interest, the university will assign a faculty liaison to the school who will carry on conversation with the school staff to explore possible professional development options and ideas. This conversation is informal and may occur over an extended period of time.
   
   

2. Formal Proposal

   When the school, in consultation with the faculty liaison, agrees on a plan for professional development and the partnership, a formal proposal is submitted. This proposal will indicate, with reasonable specificity, the goals and nature of the professional development activities and the roles to be played in those activities by the school and by Ball State University. The proposal must be approved by the BSU liaison, BSU department chair, principal, and superintendent. The proposal is submitted to the dean of Teachers College. The proposal is reviewed by the PDS Network executive committee. This committee, that has representation from all stakeholders, either accepts the proposal or recommends that changes be made before acceptance. When the PDS executive committee has accepted a proposal, the formal partnership is recommended to the PDS Network Advisory Council for final approval.
   
   

3. Partnership Initiation

   As specified in the approved proposal, professional development activities will be carried out in the school, working together with the university.
   
   

4. Partnership Evolution

   The partnership activities will be monitored by the PDS Network. Regular reporting of the progress of the partnership will be required. Continuous evaluation may lead to extension or modification of the project, or the development of new partnership projects with the school.

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