1. Articulate the elements of a high quality clinical experience and promote partnerships that include these elements.
    1. Explore innovative collaborative models and share best practices with each other. (e.g. collaborative professional learning communities, professional development schools, lab schools, co-teaching models). Work toward shared understanding of these models and their elements.
    2. Explore ways to improve the process of placing interns and matching interns with mentors.
    3. Seek more opportunities for professional development for mentors.
      1. Improve preparation of mentor teachers
      2. Involve/engage mentor teachers in teacher preparation (make active participant)
      3. Provide professional development opportunities for cooperating teachers and mentors
    4. Expand the quality of the mentor/intern relationship.
      1. Deepen collaboration between mentor and intern (e.g. co-teaching model)
      2. Include mentor teachers at the beginning of the work sample process
      3. Involve/engage mentor teachers as active participants and partners in teacher preparation programs
    5. Strengthen the connection between intern evaluation and student achievement.
      1. Share intern evaluation designs across teacher preparation programs
      2. Improve communication between interns, supervisors, and mentor teachers
      3. Investigate/expand ways to connect clinical experience to k-12 student achievement
      4. Share work sample process/protocol/expectations across teacher education institutions
    6. Improve recruitment of, and communication with, supervisors.
    7. Explore collaboration in administration preparation programs; models that include administrators, school counselors, and other education professionals.
    8. Examine and develop the role of the principal in teacher preparation.
    9. Work to improve shared understanding between university faculty, mentors, and school leadership (e.g. improving communication between instructors of methods courses and classroom teachers). Create feedback loop from schools to professional preparation programs to enhance communication about the performance and preparation of interns.
  2. Explore models of collaboration for induction and professional development.
    1. Communicate current district professional development efforts to teacher education programs.
    2. Provide mentors for early career teachers, explore induction models, and address retention issues.
    3. Evaluate teacher education graduates during their first three years of work in a school.
    4. Improve communication between schools and teacher preparation programs to enhance continuity of transition from the internship to the first year of teaching (i.e. help interns gain relevant skills and knowledge of school programs).
    5. Share best practices with other schools.
  3. Evaluate the impact of the partnership.
    1. Develop measures of success for the partnership and evaluation process/model.
    2. Make the evaluation a formative feedback loop so successes and instructive failures of the partnership inform the future work of the partnership.
  4. Develop communication strategies to share practices with partnership colleagues on a regular and ongoing basis.
  5. Explore collaborative models for recruiting and selecting students for teacher preparation programs.
    1. Explore collaboration in teacher education admissions process.
    2. Share teacher preparation programs’ criteria for selection in collaboration with districts.
    3. Explore recruitment of middle school and high school students into the teaching profession
  6. Conduct and disseminate collaborative research (including sharing and presenting).
    1. Make research findings concrete and valuable for teachers, administrators, parents, students, and the community.
    2. Integrate research into process of collaboration.
    3. Engage in collaborative action research across institutions and roles.