| Title: |
Bridging Gaps in the System: Project PREP's Transformative Approach to Educator Development |
| Language: |
English |
| Authors: |
Rebecca West Burns; Rachelle Curcio; Diane Yendol-Hoppey; Megan E. Lynch; Megan McMillan; Jamey Burns; Lunetta Williams; Jeania Jones; Shaundricka Medlock; Suzanne Ehrlich; Laura Boilini; Jade Yuen; Paul Parkison; Jennifer Shepard; Robin Bossinger; Tiffany Bazemore; Tabbatha Johns; David Hoppey |
| Source: |
SRATE Journal. 2023 32(2). |
| Availability: |
Southeastern Regional Association of Teacher Educators. Web site: http://www.srate.org/journal.html |
| Peer Reviewed: |
Y |
| Page Count: |
12 |
| Publication Date: |
2023 |
| Document Type: |
Journal Articles; Reports - Descriptive |
| Education Level: |
Higher Education; Postsecondary Education; Elementary Education; Secondary Education; Early Childhood Education; Preschool Education |
| Descriptors: |
College School Cooperation; Partnerships in Education; Elementary School Teachers; Secondary School Teachers; Preschool Teachers; Faculty Development; Teacher Improvement; Coaching (Performance); Leadership |
| Geographic Terms: |
Florida |
| ISSN: |
1068-1752; 1068-1752 |
| Abstract: |
Robust school-university partnerships can create continuous systems of educator learning that focus on systemic change and the simultaneous renewal of both educators and the organizations within which they work to improve outcomes, opportunities, and access for P-12 students and their teachers. This article is a case of the Project PREP school-university partnership, a complex integrated systems approach towards rethinking recruitment, preparation, support, and development of diverse teachers and leaders. We show how Project PREP has begun to design aligned and enhanced systems for teacher education that embody clinical practice, coaching, and high-quality professional learning for both practicing and future teachers and leaders. |
| Abstractor: |
As Provided |
| Entry Date: |
2024 |
| Accession Number: |
EJ1413115 |
| Database: |
ERIC |