Can university personnel collaborate successfully with high school faculty to prepare secondary teachers? Can a partnership between two such groups create a broad sense of ownership among the faculties of both institutions? Believing the answer to these questions to be yes, over the last six years Maryville University and Parkway South High School have attempted to reinvent preparation for high school English, social studies, science and mathematics teachers and to redefine the nature of professional development for all those who participate in our partnership. In the process of developing our collaboration, a true sense of common identity has emerged. Our goals are ambitious: to prepare outstanding teachers; to enhance the learning and achievement of students at Parkway South; to enhance the professional practice of all those involved in the partnership; and to expand the scope and increase the depth of the partnership's influence at both institutions.

Together, the faculty has designed a program consistent with the mission of both institutions that builds upon a strong clinical preparation coordinated with the coursework in both Arts and Sciences and the School of Education. It is the constant interplay of the work of the two institutions, as well as carefully coordinated assessments of performance that guide students through the program in both an urban and a suburban setting. The specific components of the program that make it distinctive follow.

1. All students would enter with a B.A. and appropriate content requirements for the state certification requirements.
2. A "mentoring team" of an Arts and Sciences, School of Education and Parkway South faculty member would be formed for each discipline. This group would be substantively responsible for the teacher candidates from admission through exit of the program. Team members would screen applicants together and meet with them throughout the year to develop their expertise in content and teaching strategies (replacing a methods course). During the year, they would help the teacher candidates formulate an action research proposal and develop their professional portfolios. This mentoring team has become an entity that has really transcended boundaries and brought about meaningful conversations about teaching and learning.
3. Teacher candidates would work in clinical settings throughout the program. They would follow the schedule of the high school year rather than the university academic year. As well as working at Parkway South, a comprehensive suburban high school, a partnership with Roosevelt High School, and an urban high school, the program would provide additional internship and partnership opportunities for all faculties. Teacher education coursework will be coordinated with clinical experiences.
4. A summer school designed for innovation and enrichment (at Parkway South), an urban comprehensive high school, and spring semester at Parkway South High School would provide clinical experience. The partnership councils at the two schools would screen and make recommendations for these placements (along with the mentoring teams).
5. The internship experience would be structured to provide multiple opportunities for interactions with the entire school community and would expand outside of the cooperating teacher's classroom. Assessments have been structured around not just the teaching experience, but the experiences in the life of the schools.
6. Action research by the teacher candidates would focus upon their own practice. Teacher candidates would choose an inquiry project that helped them took at their own classroom in an analytical way. Cohort III invited more than 50 faculty members and administrators to a presentation of their work.
7. Courses in reading in the content areas and in psychology of the exceptional child would be taught by instructors with secondary teaching experience who have been in both partner school settings.
8. Supervision of the teacher candidates would be the joint responsibility of the mentoring teams and an on-site coordinator at Parkway South. The inclusion of many professional colleagues in this process would provide input for all to prepare secondary teachers who could commit to the principles of the Coalition of Essential Schools and provide active, engaging learning for the high school students at Parkway South and Roosevelt High School.
9. Clinical experiences would move beyond the traditional practicum and student teaching experiences to include time with teachers from other disciplines, opportunities for team teaching, service opportunities within the school, enculturation into the school community.

Faculty at both institutions have remained committed to the work of the partnership. They report that the work together has changed their teaching practices. Teacher candidates from this program have had success in several area high schools, and have been hired to work in both partner schools. A more careful look into the nature of the disciplines that the candidates will teach has resulted from the collaboration in the program. Successful elements from this program (including assistance with teacher portfolio development) now have informed the work in other certification programs at Maryville University.

Mission

Maryville University of Saint Louis is an independent, comprehensive, community-oriented university of 3000 students. It is committed to the education of the whole person through programs designed to meet the needs of traditional and non-traditional formats. Primarily an undergraduate teaching, university, Maryville also offers select graduate programs in professional areas. The liberal arts and sciences are recognized as the foundation of all academic programs.

The School of Education, along with Harris-Stowe State College, Parkway School District, Webster Groves School District and St. Louis Public Schools are the 16^th setting in John Goodlad's National Network for Educational Renewal. We are committed to the simultaneous renewal of schools and teacher education to prepare teachers for public schools in our democracy.

Parkway South High School has been a member of the Coalition of Essential Schools. It is a comprehensive high school of more than 2000 students in St. Louis County. Its recent move to block scheduling was in response to efforts in the school community to personalize the school atmosphere to enhance the learning of all students.

Key Partnership Representatives

Jere Hochman, Supt. Parkway School District
Kathe Rasch, Dean, School of Education, Maryville University
Gary Mazzola, Principal, Parkway South High School
Edgar Rasch, Interim Vice President for Academic and Student Affairs, Maryville University
Pat McPartland, Park-way South Co-coordinator

For more information contact:
Pat McPartland
Parkway South High School
Pmcpartland@pwky.k12.mo.us
(314)-415-7700

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