Teacher education encompasses two distinct areas of expertise: the higher education preparation program that trains our future teachers; and the PK-12 classroom in which the teacher candidate is being prepared to work. While these two groups each play an important role in creating a strong future teacher workforce independently in their own educational settings, opportunities for collaboration and knowledge sharing helps all involved to face new and unexpected challenges. A key component of this intergroup work is that of the boundary-spanner, or person who has a relationship with both groups, thus connecting both worlds. Recently we took a deep dive into this idea of boundary-spanners through a writing project spearheaded by colleagues Kristien Zenkov, George Mason University, Drew Polly, UNC Charlotte, Lin Rudder, Lightridge High School; George Mason University, which resulted in an edited collection published this spring entitled, Boundary-Spanning in School-University Partnerships.
This book aims to provide a resource to individuals involved with teaching, teacher education, and teachers’ and teacher educators’ professional learning (i.e., professional development), exploring the activities and roles of individuals whose primary professional homes are university or PK-12 school settings but who engage in boundary-spanning capacities and tasks. In the context of school-university partnerships as well as teacher education programs, boundary-spanning activities and roles have become more common. Boundary-spanning activities and roles include formal and informal activities and capacities where individuals housed in either universities or PK-12 districts participate in activities in the other settings (NAPDS, 2021). These activities and capacities range from very formal and permanent (outlined in contracts and memoranda of understanding) to very informal and temporary (including one-time, volunteer structures).
Our chapter, “Expanding University and PK–12 Relationships Through a Clinical Advisory Board,” explores the experiences of two college administrators and their roles as boundary-spanners through their work with a mixed membership Clinical Advisory Board. Relationship management and expanding partner collaborations are vital in educator preparation. As you observe the work happening around you, what metrics drive successful partnerships in your setting?
Submitted by Executive Committee members:
Amy Kline, Seton Hall University
Karen Grove, Kean University