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Report
Alternative Partners and Non-Traditional
Partnerships in Teacher Education: The Successes,
Challenges, and Pitfalls of Crafting Partnerships and
Cultivating Partners
2014 Gulf South Summit
“Creating Capacity Collaboratively: Connecting Learning and
Civic Outcomes”
Thursday March 27, 2014 2:15 Meeting Room A
Margaret-Mary Sulentic Dowell
Louisiana State University
Estanislado S. Barrera, IV
Jennifer L. Jolly
Louisiana State University
Louisiana State University
Leah Katherine Saal
Tynisha D. Meidl
Arkansas State University
St. Norbert College
Alternative Partners And Non-traditional Partnerships
Margaret-Mary
veteran service-learning scholar
charter school
Stan
novice to emerging service-learning scholar
public library
Jennifer
veteran service-learning scholar
state museum
Leah
novice service-learning scholar
International school in Chile
Ty
veteran service-learning scholar
urban charter school
The three overarching goals of workshop:
1) explore the successes of alternative partners
and non-traditional partnerships that connect
learning and civic outcomes,
2) examine the challenges of alternative partners
and non-traditional partnerships that connect
learning and civic outcomes, and
3) illustrate how long-term partnerships that
connect learning and civic outcomes can
devolve.
Five cases of service-learning:
Alternative partners and nontraditional partnerships
In each case, researcher refigured
course to enhance civic learning
outcomes and strengthen campusschool-community partnerships.
Successful community partnerships
Case 1: The Carver Cubs Book Club
Estanislado S. Barrera, IV
Case 2: Pride of Place: Stories in Service-Learning
Jennifer L. Jolly
Challenges of developing long distance
partnerships
Case 3: Service-Learning Abroad
Leah Katherine Saal
Case 4: From the Mid-West to the South:
Tynisha D. Meidl
Pitfalls of maintaining a long term partnership
Case 5: Crafting Field Experiences in an Urban Charter School
Margaret-Mary Sulentic Dowell
CASE 1: CARVER CUBS BOOK CLUB
ESTANISLADO S. BARRERA, IV
ASSISTANT PROFESSOR OF READING & LITERACY STUDIES
LSU School of Education
Creating the Carver Cubs Book
Club
• A “commitment [that has] taken the
form of doing strategic planning
together [and] intentionally developing
interdependent agendas” (Marton,
1995, p. 30).
• The Partnership
–
–
–
–
CCELL
Baton Rouge Parish Public Library System
Carver Library & patrons
Barrera & graduate level course for
Reading Specialists
Morton, K. (1995). The irony of service: Charity, project, and social change in
service-learning. Michigan Journal of Community Service Learning, 2, 19 -32.
Date(s)
Partners
Actions
May 7, 2013
CCELL & Partnerships
Attend end-of-year coffee & doughnuts mixer
May 13-17, 2013
Barrera
Revise syllabus
May 29, 2013
CCELL, Library, Barrera
Initial partnership meeting with all stakeholders
May 30- June 2, 2013
Barrera
Incorporate partner’s needs and finalize syllabus
June 3, 2013
Barrera & Library
Approve S-L activities/assignments & begin
recruiting children for reading camp
June 4, 2013
Barrera & CCELL
Apply for S-L designation
June 20, 2013
CCELL
S-L designation approved
June 21, 2013
Barrera & Library
Planning meeting/finalize rosters &
apply for S-L Grant
June 24, 2013
Barrera & Students
Planning meeting
July 1, 2013
Barrera, Students, Library
Tour of library facilities and resources, prep for
first day of class & camp &
receive grant award notification
July 5-7, 2013
Students
Call parents & students to introduce themselves
and welcome them
July 8, 2013
Barrera, Students, Library
Carver Cub’s Book Club begins
Date(s)
Partners
Actions
July 8-19, 2013
Barrera, Students, Library
Conducted class and reading camp, maintained
communication with parents, monitored partnership
& met with librarian, students’ Facebook Posts
(informal reflections)
Final formal reflections
July 22, 2013
Barrera, Students, Library
Book Club Participation Award Ceremony
Pizza Party
Book Give Away
July 24, 2013
Barrera & Library
Initial end-of-project meeting (WW & WDW)
August 5-15, 2013
Barrera & Library
Analyze Facebook posts and final reflections for
issues/concerns and changes and Meet to discuss
issues/changes from end-of-project meeting and
analyzed posts and reflections to determine
changes/modifications
August 22, 2013
Barrera & Library
Compose a Memo of Understanding about plans for
Summer 2014 book club
October 10-December
5, 2013
CCELL & Barrera
Applied and was accepted to CCELL Faculty Scholars
Program
February 28, 2014
Barrera & Library
Pre-planning meeting for Summer 2015 book club
Establish preliminary budgets and plan for grants
“A partnership [is a] relationship that
calls for significant investment of time
and effort on both sides, relationships
designed to continue far beyond
achieving specific tasks” (Zlotkowski,
1999, p. 73).
The benefits:
Transmitting
through
Pedagogical
Strategies
Transforming
through
Community
Partnerships
Zlotkowski, E. (1999). Pedagogy and engagement. In R. Bingle (Ed.), Colleges
and universities as citizens (pp. 96 -120). Boston: MA: Allyn & Bacon.
Extending
through
Reflection
Strategies
Case 2: Pride of Place: Stories in
Service-Learning
Jennifer L. Jolly
Associate Professor, Gifted Education
Louisiana State University
Pride of Place: Stories in Service-Learning
Louisianan State Museum
Education Pre-service Teachers &
Louisiana State Museum
Students developed social studies units that
incorporated an aspect of the museum. The museum
opened several months after Hurricane Katrina in
2005 and took several years to build up an educational
staff, leaving educator resources lacking. Several
museum staff approached the course instructor in
2006 about developing units of study with my class for
the museum, particularly their exhibit on Old South
Baton Rouge (and corresponding book).
Reflection: Social Studies Outcomes
Several students indicated a new or renewed interest in
social studies as evidenced,
“If I was a young student and was given the chance to take a field trip to this
museum, I honestly believe that my judgment and perception of social studies
would have been more positive.”
“Although I know our actions in class are not enough to change the curriculum
throughout all the schools in the nation, I do hope it will help start a chain
reaction that will lead to greater interest and emphasis being placed on the
subject.”
“. . . the museum inspired me to consider what more that I may not know about
social studies. I felt encouraged to explore other areas of social studies and
eventually I will share what I learn with my students.”
Reflection: Engagement
Many students remarked about the importance of the
museum to the local community and beyond,
“ . . . because it [the museum] it shows their heritage and makes the
people feel important and it shows them that they are leaving a great
legacy behind.”
“I did not know much about the other regions of Louisiana and this
museum could be a great source to other Louisianans wanting to
know more about their state.”
“I realized that this museum is important because it is an organization
devoted to researching and assembling exhibits that accurately reflect
and educate people about places and people that they may never
visit.”
Case 3: Service-Learning Abroad
Leah Katherine Saal
Assistant Professor, Reading &
Literacy Studies
Arkansas State Univesity
Bracketing Factors
Local
School
University
Theoretical Frame
• Glocalization (Robertson, 1992).
• Disaster response as a socially situated,
culturally relevant practice (Devore &
Schlesinger, 1998; Green, 1995; Lum, 1996).
Data Sources & Analysis
• 15 participants (12 preservice teachers, 3
graduate students)
• Daily journals
• Students’ blogs
• Pre-Post abroad
interviews
• Constant comparative
analysis with a-priori
codes outlined from
theoretical frame
• Autoethnography
The sea gave us
sadness, but it
depends on us
to let the sun
shine on our
lives and our
future.
Challenge in Preparing for the Distant
Local
• Legal/ethical frameworks
– IRB
– Fundraising
• Social/cultural frameworks
– Locus of control/autonomy in partnership
– Equity
– Cultural relevance
Case 4: From the Mid-West to the
South: There are Good Schools
Everywhere
Tynisha D. Meidl
Assistant Professor of Education
Interim Director of Service-Learning
St. Norbert College
Theoretical Framework
Cultural Competency & Multicultural Awareness
 Ability to teach students who are culturally
“different” from you.
 Recognize, appreciate, and understand the true
meaning of cultural sensitivity and competence.
 Develop and apply developmentally appropriate
teaching methods and materials that are sensitive
and relevant to culturally and linguistically diverse
student populations.
 Provide learning experiences that affirm all learners
(Delano-Oriaran, 2013; Banks, 2002; Gay 1994;
2000; Nieto, 2000).
Challenges
Semester
Building a Sustainable
partnershop
Action
Outcome
Additional
Stakeholders
Fall 2009
Spring 2010
Application for campus based Summer
Awarded $2,000 for summer planning and
School Site, Campus
Grant
initial visit to New Orleans
Based Program
Interview and Select TRIP Leaders
2 Trip Leaders Identified
Campus Based
Alternative Spring
Break office(TRIPS)
Fall 2010
Recruit Participants, Interview, Select
8-10 students apply, evening interviews,
TRIPS office, Teacher
and Train participants
Weekly meetings
Education program
Students fly from Milwaukee and meet in
TRIPS, Hands On New
New Orleans
Orleans, School Based
Logistics, Create a fundraising plan
January 2010
Depart for TRIP
Staff
Each Fall Semester
Timeline
Action Item
August
Secure Housing Location and Travel
September (Early)
Review Applications and Interview Potential
Participants
September (Late)
Purchase Travel and Send Payment for
Housing, Housing Waiver and Health Forms
October- November
Plan weekly participant meetings
Plan weekly trip leader meetings
December
On-Line Based course Structure
Secure Guest Lectures, Classroom
Placements, Secure Service Site
January (3 weeks)
Course in session
Case 5: Crafting field experiences in an
urban charter school: Demise of a
long term partnership
In this final demonstration, attendees will be
encouraged to critique the series of events that
culminated in the demise of a five year
partnership.
Margaret-Mary Sulentic Dowell
Associate professor, Literacy & Urban Education
Louisiana State University
This study employed three data sources:
observations, student reflections, and
service-learning course evaluations.
Observations, often recorded in a
personal reflective journal, e-mails, and
written reports became the primary
source of data with student reflections,
and service-learning course evaluations
providing triangulation with observations.
Data were analyzed using Creswell’s (1998) and
Glaser and Strauss’ (1967) constant comparative
method involving a continuous cycle of
conception and categorization. Field notes
generated from observations, reflections, and
service-learning course evaluations were coded
line-by-line using open coding.
Codes that correlated were merged to form
code concepts. Analysis of concepts led to
themes. Point of saturation occurred when no
new themes emerged.
Final themes:
1) the value in cultivating long-term
partners,
2) the significance of frequent group
reflection in preparing PSTs for
teaching in culturally diverse
settings, and
3) how turnover threatens
sustainability.
Semester
Partner
Placement
Classrooms
Fall 2009
Charter K-5 elementary
3rd, 4th grade classrooms
4
Spring 2010
Traditional K-5 elementary
K-5 classrooms
12
Fall 2010
Charter K-5 elementary
2nd, 3rd, 4th grade classrooms
6
Spring 2011
Charter K-5 elementary
1st grade classrooms
2
Fall 2011
Charter K-5 elementary
1st grade classrooms
2
Spring 2012
Charter K-5 elementary
1st grade classrooms
2
Fall 2012
Charter K-5 elementary
1st grade classrooms
2
Spring 2013
Charter K-5 elementary
1st grade classrooms
2
Rapid faculty turnover in
the partnering charter
school, new leadership, and
unethical behavior resulted
in this partnership
dissolving.
Critique
Questions
Concerns
Comments
CONTACT US:
Margaret-Mary Sulentic Dowell
Louisiana State University
[email protected]
Estanislado S. Barrera, IV
Louisiana State University
[email protected]
Jennifer L. Jolly
Louisiana State University
[email protected]
Leah Katherine Saal
Arkansas State University
[email protected]
Tynisha D. Meidl
St. Norbert College
[email protected]

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