Authentic Partnerships in School–University Collaborations

Abstract

Established teachers have the opportunity to both pass along knowledge related to pedagogy and receive exposure to new ideas and lesson materials from the students they supervise. The value of these connections and relationships have long been apparent. Yet today this issue moved to the forefront, perhaps now more than ever, as we navigate a pandemic and attempt to grasp an understanding of what education looks like moving forward.

School and university partnerships are vital to successful teacher education programs. By entering local schools, university students are able to apply lessons learned in the undergraduate classroom to authentic teaching settings and situations (Heidorn, 2014). Thanks to the generosity of physical educators, university students have access to classrooms and gymnasiums in order to gain valuable teaching experience and learn about school culture and life in their future professions. Additionally, established teachers have the opportunity both to pass along knowledge related to pedagogy and to receive exposure to new ideas and lesson materials from the students they supervise. The value of these connections and relationships have long been apparent. Yet today this issue moved to the forefront, perhaps now more than ever, as we navigate a pandemic and attempt to grasp an understanding of what education looks like moving forward.

While the benefits of school and university partnerships are undeniable, there is risk in only one of the groups benefiting. One approach to combat this potential pitfall could be following an established protocol, such as the example from the Community-Campus Partnerships for Health (CCPH). The CCPH created a position statement on authentic partnerships in 2013 to help all parties benefit from their mutual connections. The intent is to both guide the development of new partnerships and support existing partnerships (CCPH, 2013). This protocol is utilized by colleges and universities that are committed to community engagement and helps prioritize and maintain health equity and social justice at the center of any partnership. Fostering and maintaining critical partnerships can be guided by the elements outlined by the CCPH. To do so, individuals must recognize how these partnerships exist in the space within four different elements: Guiding Principles of Partnership, Transformative Experiences, Quality Processes, and Meaningful Outcomes.

Guiding Principles of Partnerships

This element provides 12 guiding principles to evaluate the health and equity of established or newly proposed partnerships. The principles are fairly general, allowing them to be applied to multiple situation and scenarios. Some statements include “The Partnership builds upon identified strengths and assets, but also works to address needs and increase capacity of all partners” and “Partners make clear and open communication an ongoing priority in the Partnership by striving to understand each other’s needs and self-interests and developing a common language” (CCPH, 2013). You can find the full list of principles at https://www.ccphealth.org/principles-of-partnership. Meaningful and ongoing dialogue among partners is necessary. Without open communication, it is possible that over time the mission and priorities of the partnership can begin to slide, making it necessary for regular health and equity assessments of the partnership. The CCPH guiding principles can serve as a starting point for the self-assessment and can prompt growth areas and needed realignments.

Quality Processes.

CCPH (2013) has stated that quality processes are relationship focused. Honesty, respect and ethical behavior are emphasized and shared to help develop trust and rapport between groups and individuals. These processes also help to build collective learning and highlight successes of all. Prusak and colleagues (2010) described the ongoing collaboration with individuals who have different roles but share a common goal: systemic success in physical education. Along those lines, school–university partnerships could work together to develop action-based research to help solve a problem within the context of the teacher’s school. Stark (2006) described action research as finding solutions to real-world problems and bringing about positive change. This type of collaboration would be successful once there was enough trust developed within the relationship to share the problem or issues and then work to seek solutions. In addition to trust, action research is cyclical in nature and lends itself to ongoing interactions between the partnership by exploring options, attempting solutions, reflecting, evaluating, and beginning again. These quality processes can build the collective knowledge base for all individuals involved.

Meaningful Outcomes.

CCPH has asserted that meaningful outcomes are both relevant and tangible to respective communities and engaged partners (2013). One way a school–university partnership could develop meaningful outcomes that would impact K–12 PE practices and university teacher training could be through establishing an advisory council. Teachers are on the front lines meeting student needs and have invaluable insight into the current climate, culture, and school context. Educational stakeholders of all types can also serve as valuable members of advisory councils, as they can offer perspectives and insight on community needs, assets, and available resources and opportunities for both school-aged and university-aged students. Using an advisory council approach, university faculty members can also provide updates on the teacher education program at large and share the latest trends from a scholarship perspective. Physical educators can help universities inform curriculum decisions based on these experiences to contribute to this outcome. For example, an advisory council could meet to discuss and learn about various perspectives between practicing PE teachers, preservice teachers, and university faculty on topics such as diversity, inclusion, social justice, and program advocacy (Jones, Gaudreault, Henninger, & Williams, 2019). These interactions would be beneficial to all members and would provide opportunities to gain further understanding. A meaningful outcome of an advisory council could be to narrow the gap between instruction (K–12 PE, preservice teachers, and teacher training programs) and curriculum. Achieving this goal would improve the quality of instruction and experiences for students in schools and physical education settings.

Transformative Experiences

The final element described by CCPH (2013) is transformation, which transpires at multiple levels. This includes but is not limited to the following transformations: personal, institutional, community or political. Partnerships have the opportunity to transcend a basic give-and-take. The range of transformation can occur from individual self-reflection and awareness all the way to policy or system changes. Often, individuals are the recipients of transformative experiences rather than the institution or organization (Trebil-Smith & Shields, 2019). An example of transformative experiences within a partnership is the Chucktown Squash Scholars. Individuals involved in this program included but were not limited to parents and students at Title 1 schools, faculty members, and senior-level university administrators. Each person worked tirelessly through a plethora of logistical and physical space-related issues to deliver an after-school squash program that emphasized positive relationships, promoted personal and social responsibility, and provided physical literacy and academic development (Hemphill & Martinek, 2017). Within a short time the program increased from a few students to the building capacity of 100 individuals. These experiences occurred within a culture that challenged children to reach their full potential both within the program and beyond (Hemphill & Martinek, 2017).

An example that highlights authentic partnerships using the four elements involves a local school district near a university in the Midwest. Led by university faculty members in Kinesiology and Recreation, the research team leader developed relationships with school leaders through guiding principles of partnerships to analyze the school district’s wellness environments and opportunities. The research team included a multidisciplinary group of individuals from across the community and the university campus to examine the issue of school wellness environments from multiple angles and perspectives.

In collaboration with school personnel, the team gathered information through quality processes and from various stakeholders, including school staff, physical educators, classroom teachers, administrators, and parents/community members. Taking all of the information into account, they provided the district with a synthesis of school- and district-level assets and areas of growth and outlined tangible, actionable outcomes to guide future planning. While it remains to be seen if the experiences are transformative, the research team and district are committed to continuing their partnership as they move into the next phase of continued wellness development.

Schools and universities should not merely exist in the vicinity of one another. There should be intentional and strategic development of authentic partnerships, because the potential impact is far-reaching. The goal of teachers, regardless of level, is to keep students’ best interests at the center of their decisions and plans. Formal school and university partnerships have the potential to enhance educational programs across all levels and can be fostered through careful planning and the use of established protocols, such as those outlined by the CCPH (2013).ORCIDAndrew Eberline https://orcid.org/0000-0002-7151-5306Emily Jones https://orcid.org/0000-0002-3319-1267

Additional information

Notes on contributors

Andrew Eberline

Andrew Eberline ([email protected]) is assistant professor in the School of Kinesiology and Recreation at Illinois State University in Normal, IL.

Emily Jones

Emily Jones ([email protected]) is associate professor in the School of Kinesiology and Recreation at Illinois State University in Normal, IL.