Bridging Gaps in the System: Project PREP's Transformative Approach to Educator Development

Rebecca West Burns; Rachelle Curcio; Diane Hoppey; Megan Elaine  Lynch; Megan McMillan; Jamey Burns; Lunetta M. Williams; Jeania Jones; Shaundricka Medlock; Suzanne M. Ehrlich; Laura L. Boilini; Jade Yuen; Paul Parkison; Jennifer Shepard; Robin Bossinger; Tiffany Bazemore; Tabbatha Johns; David Hoppey

Bridging Gaps in the System: Project PREP's Transformative Approach to Educator Development

Rebecca West Burns, Rachelle Curcio, Diane Hoppey, Megan Elaine Lynch, Megan McMillan, Jamey Burns, Lunetta M. Williams, Jeania Jones, Shaundricka Medlock, Suzanne M. Ehrlich, Laura L. Boilini, Jade Yuen, Paul Parkison, Jennifer Shepard, Robin Bossinger, Tiffany Bazemore, Tabbatha Johns, David Hoppey

Research output: Contribution to journal › Article › peer-review

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.

Original language	American English
Number of pages	12
Journal	SRATE Journal
Volume	32
Issue number	2
State	Published - 2023

Keywords

College School Cooperation
Partnerships in Education
Elementary School Teachers
Secondary School Teachers
Preschool Teachers
Faculty Development
Teacher Improvement
Coaching (Performance)
Leadership

Access to Document

https://files.eric.ed.gov/fulltext/EJ1413115.pdf

Cite this

Burns, R. W., Curcio, R., Hoppey, D., Lynch, M. E., McMillan, M., Burns, J., Williams, L. M., Jones, J., Medlock, S., Ehrlich, S. M., Boilini, L. L., Yuen, J., Parkison, P., Shepard, J., Bossinger, R., Bazemore, T., Johns, T., & Hoppey, D. (2023). Bridging Gaps in the System: Project PREP's Transformative Approach to Educator Development. SRATE Journal, 32(2). https://files.eric.ed.gov/fulltext/EJ1413115.pdf

Burns, RW, Curcio, R , Hoppey, D , Lynch, ME, McMillan, M, Burns, J, Williams, LM, Jones, J, Medlock, S, Ehrlich, SM , Boilini, LL, Yuen, J, Parkison, P, Shepard, J, Bossinger, R, Bazemore, T, Johns, T & Hoppey, D 2023, 'Bridging Gaps in the System: Project PREP's Transformative Approach to Educator Development', SRATE Journal, vol. 32, no. 2. <https://files.eric.ed.gov/fulltext/EJ1413115.pdf>

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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. ",

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AU - Jones, Jeania

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