SUPPORTING SUCCESS:
HEARNE-BARTON
PARTNERSHIP SCHOOL
Presentation given by
Dr. Jackie Ennis, Barton College
Dr. Jennifer Russell, Barton College
Ms. Jenny Hayes, Hearne Elementary School
Purpose of a
Partnership School
• Create an effective way for the teacher education
program to work together effectively with a public
school
• Meet the challenges of 21st Century education
• Improve student learning in the elementary classroom,
as well as in the college classroom
• Better prepare pre-service teachers for the challenges of
teaching in the 21st Century
• Use research and inquiry to improve educational
pedagogy in all areas
Advantages of a
Partnership School
• A partnership school provides a win-win opportunity
• There are benefits for the public school.
o The students in the public school benefit from the interactions with
teacher candidates, college faculty, and activities sponsored by the
college or university. As the teacher candidates gain from the partnership
and become effective teachers, the public school students reap the
direct benefits.
o Public school teachers benefit from the professional development
opportunities provided by the institution of higher education and by
serving as mentors for teacher candidates.
• There are benefits for the college/university.
o Teacher candidates gain real-life ongoing experiences that help them to
develop in ways that traditional settings cannot provide.
o College/university faculty benefit from the opportunities to be immersed in
public school classrooms.
Advantages of a
Partnership School
• Abma, Fishetti and Larson (1999) describe the
importance of the partnership as:
o Improving the lives, learning and opportunities
o Enhancing the curriculum, structures, school culture and community ties
for the school and university level staff and faculty
o Preparing new educators in a professional, collegial environment within
the context of experiences that they will likely face in their early years
o Researching, assessing, reflecting on, and/or disseminating the results of
the work
Abma, S., Fischetti, J, & Larson, A. (1999). The purpose of a professional development school is
to make a difference: 10 years of a high school-university partnership. Peabody Journal of
Education 74. 254-262. Retrieved from http://www.jstor.org.ezproxy2.barton.edu/stable/1493136
Clark(1999) outlines
additional benefits:
• Students enrolled in a partnership school perform
better than other students on common measures of
student learning in basic subjects such as language
arts and mathematics
• Teachers perceive that professional development
obtained through the partnership is more valuable
than that obtained in traditional ways
Clark, R. W. (1999). Professional development schools: Historical context, changing
practices, and emerging issues (Parts 1 & 2). Peabody Journal of Education 74,164-177.
Retrieved from http://www.jstor.org.ezproxy2.barton.edu/stable/1493131
CAEP Standards
1. Content and Pedagogical Knowledge
2. Clinical Partnerships and Practice
3. Candidate Quality, Recruitment, and
Selectivity
4. Program Impact
5. Provider Quality Assurance and Continuous
Improvement
Retrieved from http://caepnet.org/accreditation/standards/
Our Partnership with
Wilson County Schools
• Wilson County Schools
is a rural district
approximately 50 miles
east of Raleigh, North
Carolina.
• The Hearne-Barton
Partnership is a team
approach to
strengthening the
educational programs.
Benefits of the Partnership
• Engagement of teacher
candidates in a variety of
initiatives before their
actual student teaching
experience
• This engagement allows
instructor to make direct
connections from theory
to practice.
• This engagement
enhances the ability for
pre service teachers to
become integrated in the
P-12 classrooms.
National Association for Professional
Development Schools:
9 Essentials of a Partnership School
1.
2.
3.
4.
5.
6.
7.
8.
9.
A comprehensive mission that is broader in its outreach and scope than the mission
of any partner and that furthers the education profession and its responsibility to
advance equity within schools and by potential extension, the broader community;
A school-university culture committed to the preparation of future educators that
embraces their active engagement in the school community;
Ongoing and reciprocal professional development for all participants guided by
need;
A shared commitment to innovative and reflective practice by all participants;
Engagement in and public sharing of the results of deliberate investigations of
practice by respective participants;
An articulation agreement developed by the respective participants delineating the
roles and responsibilities of all involved;
A structure that allows all participants a forum for ongoing governance, reflection,
and collaboration;
Work by college/university faculty and P-12 faculty in formal roles across institutional
settings; and
Dedicated and shared resources and formal rewards and recognizable
interactions.
Retrieved from http://www.napds.org/nine_essen.html
Math Carnival
• As part of the math
methods course,
teacher candidates
create a variety of
“Math Carnival”
games to share with
the elementary
students and families
during an evening
event.
Science on the GO!
• As part of the science
methods course,
teacher candidates
teach “hands-on”
science lessons to fifth
grade students on
Barton’s campus over
the course of 4 weeks.
Family Reading Night
• As part of the methods
of reading courses,
teacher candidates
provide a variety of
reading activities and
stations that engage
and educate students
and parents during an
evening event.
Instructional Coaching
• The means to ongoing and reciprocal
professional development in a partnership
school is through embedded, ongoing
professional development activities.
• A key feature of the grant funding is the creation
of a position of an instructional coach who is
hired by Barton College and who works at
Hearne Elementary School on a daily basis with
the teachers.
Primary Goals of the
Instructional Coach
• Providing coaching by way of facilitating effective
planning, collaboration, and reflective practice
• Co-teaching conducted daily
• Embedding professional learning into the culture of
school to promote a positive cultural change.
• Focusing on the content and encouraging the use
of data to inform practice
• Promoting the implementation of learning and
reciprocal accountability
• Supporting the collective interconnectedness
between the college and the school
Looking at Professional
Development Differently
• One way is to look at the role of the instructional coach
as a more effective way to provide professional
development to the teachers than traditional means.
• The instructional coaching model is a way for the
college and the school to embed the professional
development on an ongoing basis, versus the “done in a
day” approach.
• Additionally, the coach is able to assess existing
practices being used by the teacher through
observation and match those needs with appropriate
supports.
• As the coach builds trust with the teachers, professional
development becomes real and meaningful.
Who Benefits?
• Teacher candidates
o Supervised experiences with students before student teaching semester
o Opportunities to be immersed in a public school setting
• Teachers at partnership school
o Input and collaboration in preparation of pre service teachers
o Extra support in the classroom
• Students at partnership school
o Enhances curriculum taught at school
o Additional support from teacher candidates
• College/university faculty
o Opportunity to learn about the implementation of the latest initiatives in the
public school
o Use of a real classroom environment for meaningful instruction
• Administrators at the public school
o Ongoing support from the college/university
o Classroom support from the instructional coach
• The school community
o Families benefit from the support and the activities provided.
Additional Benefits
We Have Experienced
• Ongoing professional development for all, including
annual retreats where we learn from each other
• Dramatic improvements in the school climate and in
classroom management at Hearne Elementary School
• Trusting relationships that support new ideas
• Support for teachers in planning and implementing the
common core and essential standards
• First-hand knowledge of implementing the standards for
teacher candidates
• Professional development for Barton and Hearne in the
effective use of Thinking Maps
• Support from other areas of Barton’s campus, such as
the athletics program and the arts and sciences
What about funding?
• In June of 2012, we were funded a $375,000 grant from
the Golden LEAF Foundation for this partnership.
• This funding allows us to expand our relationship beyond
the initiatives in the methods classes.
• Parts of this partnership can be implemented without
additional funding.
• We are also focused on the sustainability of this project
after the funding ends.
Now it is your turn . . .
• Use your planning worksheet and think about the
following:
o
o
o
o
Identify a school or college/university for a future partnership.
Identify 3 primary goals to be the cornerstones of the partnership.
Identify 3 steps that would help you to move forward.
Identify 3 potential roadblocks you could envision encountering.
• Think of a possible solution for each road block identified.
o Think of questions to ask us.
Let us know how we might help to facilitate your process.
Ask us anything!
We are opening the floor for a panel discussion.
• Contact Information:
o Jackie Ennis, Professor and Dean, School of Education,
Barton College, Box 5000, Wilson, NC; jennis@barton.edu
o Jennifer Russell, Assistant Professor of Education,
Barton College, Box 5000, Wilson, NC; jrussell@barton.edu
o Jenny Hayes, Principal, Margaret Hearne Elementary School,
300 W. Gold St, Wilson, NC; jenny.hayes@wilsonschoolsnc.net
Beginning steps involved in creating a successful partnership school:
1. Identify a school or college/university for a future partnership. (Think about reasons for the
selection of the school.)
2. Identify 3 primary goals to be the cornerstones of the partnership.
a. Goal 1:
b. Goal 2:
c. Goal 3:
3. Identify 3 steps that would help you to move forward.
a. Step 1:
b. Step 2:
c. Step 3:
4. Identify 3 potential roadblocks you could envision encountering and think of a possible solution
for each road block identified.
a. Potential roadblock and possible solution 1:
b. Potential roadblock and possible solution 2:
c. Potential roadblock and possible solution 3:
5. Think of 2 questions to ask us.
a. Question 1:
b. Question 2:
6. What might help to facilitate your process?
Contact Information: Jackie Ennis, jennis@barton.edu;
Jennifer Russell, jrussell@barton.edu; Jenny Hayes, jenny.hayes@wilsonschoolsnc.net