Provide opportunities to move the partnership forward

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provide opportunities to move the partnership forward or they can bring the system to a halt, even when other components of the system are functioning properly. Several kinds of external influences on K-16 partnerships are illustrated. Those responsible for such partnerships must understand how external factors can influence their operation.
I M P R O V I N G T E A C H E R E D U C AT I O N A N D T H E T E A C H I N G P R O F E S S I O N 107 FIGURE 6-4 The continuum of teacher professional development. In this model, teachers have the opportunities for continued professional growth throughout their careers. They also have the opportunity to assume leadership roles in their schools, in partnerships with local colleges and universities, and through leadership in their district, state, and nationally. These experiences, in turn, contribute to further opportu- nities for individual professional growth and development. Other Expertise and Professional Experiences Teacher Preparation Induction/Internship Experienced Teacher Master/Mentor Teacher Continued Professional Growth Continued Professional Development Professional Leadership Local Opportunities Statewide Opportunities National Opportunities of all parties that are involved with the partnership. As noted before (and in Figure 6-4), the kind of partnership the committee envisions would allow people with appropriate experience and expertise to pursue teaching careers through non- traditional routes to the profession. However, state departments of educa- tion or accreditation bodies would need to be involved with this type of opportu- nity through the creation of policies that enable prospective teachers (both traditional undergraduate candidates and those who pursue teaching later in their careers through alternative path- ways) to earn certification through the partnership .
108 E D U C AT I N G T E A C H E R S O F S C I E N C E , M AT H E M AT I C S , A N D T E C H N O L O G Y Most of the people connected with the kind of partnership envisioned here also would likely have academic and other responsibilities to their home institutions , which, like most jobs in education, might also be more than full time. Unless these contributors are provided with sufficient time and sup- port to engage in the partnership, responsibility for it will probably fall on the shoulders of only a few. To prevent the destructive tensions such a situation can easily generate, all institutions that contribute to a partnership should consider some redefinition of contribu- tors’ jobs to give them the time needed to be true collaborators. • The partnerships envisioned here call for new approaches to teaching and assessment of teaching and student learning. Many of the ideas espoused in the committee’s vision for improving teaching and learning may be at odds with current efforts in some districts and states to institute “high-stakes” standardized assessments for both students and teachers. The time re- quired for teachers to prepare them- selves and their students for increasing

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