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 DowellLouisiana State University

Estanislado S. Barrera, IV Jennifer L. Jolly Louisiana State University Louisiana State University

Leah Katherine Saal Tynisha D. MeidlArkansas State University St. Norbert College

Alternative Partners And Non-traditional Partnerships

Margaret-Maryveteran service-learning scholar

charter school

Stannovice to emerging service-learning scholar

public library

Jenniferveteran service-learning scholar

state museum

Leahnovice service-learning scholar

International school in Chile

Tyveteran 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 non-

traditional partnerships

In each case, researcher refigured course to enhance civic learning outcomes and strengthen campus-school-community partnerships.

Successful community partnershipsCase 1: The Carver Cubs Book ClubEstanislado S. Barrera, IVCase 2: Pride of Place: Stories in Service-Learning Jennifer L. Jolly

Challenges of developing long distance partnershipsCase 3: Service-Learning AbroadLeah 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 SchoolMargaret-Mary Sulentic Dowell

CASE 1: CARVER CUBS BOOK CLUBESTANISLADO S. BARRERA, IVASSISTANT PROFESSOR OF READING & LITERACY STUDIESLSU 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 CeremonyPizza PartyBook 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

Transmitting through

Pedagogical Strategies

Transforming through

Community Partnerships

Extending through

Reflection Strategies

“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:

Zlotkowski, E. (1999). Pedagogy and engagement. In R. Bingle (Ed.), Colleges and universities as citizens (pp. 96 -120). Boston: MA: Allyn & Bacon.

Case 2: Pride of Place: Stories in Service-Learning

Jennifer L. JollyAssociate Professor, Gifted EducationLouisiana 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 SaalAssistant Professor, Reading & Literacy StudiesArkansas State Univesity

Bracketing Factors

University

School

Local

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 pre-service 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. MeidlAssistant Professor of EducationInterim Director of Service-LearningSt. 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 Action Outcome Additional

Stakeholders

Fall 2009 Application for campus based Summer

Grant

Awarded $2,000 for summer planning and

initial visit to New Orleans

School Site, Campus

Based Program

Spring 2010 Interview and Select TRIP Leaders 2 Trip Leaders Identified Campus Based

Alternative Spring

Break office(TRIPS)

Fall 2010 Recruit Participants, Interview, Select

and Train participants

Logistics, Create a fundraising plan

8-10 students apply, evening interviews,

Weekly meetings

TRIPS office, Teacher

Education program

January 2010 Depart for TRIP Students fly from Milwaukee and meet in

New Orleans

TRIPS, Hands On New

Orleans, School Based

Staff

Building a Sustainable partnershop

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

Each Fall Semester

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 DowellAssociate professor, Literacy & Urban EducationLouisiana 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.

CritiqueQuestionsConcerns

Comments

CONTACT US:Margaret-Mary Sulentic DowellLouisiana State Universitysdowell@lsu.edu Estanislado S. Barrera, IVLouisiana State Universityesbarreraiv@lsu.edu Jennifer L. Jolly Louisiana State Universityjjolly@lsu.edu Leah Katherine SaalArkansas State University lsaal@astate.eduTynisha D. Meidl St. Norbert College tynisha.meidl@snc.edu