Faculty of Education - Research Publications

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School-University Partnerships: Moving Towards Transformation

Acquaro, D ; Bradbury, O ; Acquaro, D ; Bradbury, O (Springer Nature, 2023-06-18)

This book draws together international scholarship on school–university partnerships challenging thinking about purpose and sustainability as well as the power of collaboration in transcending organisational and contextual boundaries.
School-University Partnerships: Moving Beyond Transactional

Acquaro, D ; Bradbury, O ; Acquaro, D ; Bradbury, O (Springer, 2023-06-01)

The importance of partnerships within the tertiary sector is multifaceted, not only in responding to engagement strategic priorities and enhancing a value proposition, but also in advancing the impact of research. If we turn our attention to initial teacher education, the concept of partnerships is not new and, not unlike the corporate world, has traditionally been focused on results. However, the notion of partnership within teacher education has typically been at a smaller scale, and more often than not associated with the expansion of the university’s teacher placement network and little else. The objectives and approaches that are captured in this collection challenge us to think about the purpose and sustainability of school-university partnerships and the opportunities to shift from a transactional partnership to one with collaboration, reciprocity, the opportunity for co-design, and the ability to impact on multiple levels. Within this edited volume, we draw together international scholarship on school-university partnerships from across the globe, each chapter presenting an in-depth understanding of the policy context and the initial teacher education reform agenda that defines their partnership model. The chapters collectively outline a strong body of evidence with global significance. They detail varied approaches to school-university partnerships, government funding and partnership agreement models, together with performance and impact data that identifies the mutual benefits experienced by both school and university partners in diverse contexts.
Reflections on a Journey of School-University Partnership Research: Findings and Future Directions

Bradbury, O ; Acquaro, D ; Winslade, M ; Loughland, T ; Eady, MJ (Springer, 2023-01-02)

Researchers and policy-makers have long advocated the importance of school-university partnerships in improving initial teacher education and bridging research and theory. Federal policy-makers have made significant inroads in devel-oping Australian national program standards for the provision of initial teacher educa-tion and, within this reform agenda, have been able to establish clear benchmarks in practice. Amongst these program-level standards is a focus on school-university partnerships. Conventionally limited to a site for professional experience (PEx), schools have now become an extension of the university, with these relationships evolving as essential alliances. This chapter draws together some early observations emerging from a two-year project focussed on identifying and analysing examples of school-university partnerships from across the globe. Drawing on examples from six continents and three Australian states, we identify the differences in approaches, challenges, and untapped opportunities that became visible to us as we worked with scholars to bring to life two edited works. The connecting threads of these partner-ships and emergent collective themes of the partnerships explore the importance of autonomy, boundary-crossing roles, and open and fluid communication. The authors discuss the significance of these themes within a policy-reform agenda focussed on promoting, sustaining, and safeguarding school-university partnerships for the future.
International Perspectives on School-University Partnerships: Research, Policy and Practice

Acquaro, D ; Bradbury, OJ ; Acquaro, D ; Bradbury, OJ (Springer Nature Singapore, 2023-01-01)

This book draws together international scholarship on school–university partnerships challenging thinking about purpose and sustainability as well as the power of collaboration in transcending organisational and contextual boundaries.
School-University Partnerships: Innovation in Initial Teacher Education

Bradbury, OJ ; Acquaro, D ; Bradbury, O ; Acquaro, D (Springer, 2022)

This book showcases models of Australian school–university partnerships which, in their development, respond to, and aim to move beyond the principles and practices of current partnership mandates in initial teacher education. Supported by government policy, these partnerships reveal innovative ways of working across multiple stakeholder groups within a range of unique school-university partnership contexts. Each of the examples of school-university partnerships within this edited collection provide insights into the power and potential of cross-sectoral vision, collaboration and growth, drawing upon research evidence and impact data that points to the mutual benefits experienced by all stakeholders. Across its ten chapters, this book explores various examples of partnerships, and forms an important reference for all initial teacher education providers, schools, and educational stakeholders; as school–university partnerships necessitate the way these sectors connect, learn from one another, and inform future practice.
Challenging Leadership Norms: A New Way of Thinking About Leadership Preparation

Acquaro, D ; Gurr, D ; English, FW (Springer International Publishing, 2022)

Images of principals are often of a seasoned educator well into their teaching career, having risen through the ranks, gaining experience in middle- and senior-level leadership, ideally having completed some form of leadership preparation, and given license to lead a school. Their leadership development, most likely self-managed, perhaps including some formal studies, and most certainly including experience in leadership roles, occurs well into their careers as teachers. So, the idea of introducing pre-service teachers to notions of educational leadership in their initial teacher training is far from conventional thinking. This chapter explores new possibilities in leadership preparation arguing that because today’s teacher graduates are entering educational settings that are rapidly changing and increasing in complexity, they need to be prepared for leadership early in their careers. Distributed leadership structures are now commonplace with increasing opportunities and expectations for leadership across all levels. Graduates entering the profession can find themselves leading very early in their careers without any leadership knowledge, experience, or competencies. This chapter challenges leadership norms by rethinking how we prepare teachers for the profession recognizing the need to better equip teacher graduates for the reality in schools, the changing nature of a teachers’ role, and the need to create a pipeline of experienced leaders to lead the schools of the future. After sections describing the changing nature of schools and school leadership, teacher roles, and initial teacher education (ITE), the chapter considers how ITE courses are responding to these pressures through the provision of leadership learning.
Leadership Development in Initial Teacher Education

Acquaro, D ; Gurr, D ; Peters, MA (Springer Nature Singapore, 2022)
Concluding Thoughts and Future Considerations on Innovation in School-University Partnerships in Initial Teacher Education

Bradbury, O ; Acquaro, D ; Bradbury, O ; Acquaro, D (Springer, 2022)

Throughout the many examples of school-university partnerships presented in this collection, there are multiple models and designs that constitute a partnership. When we began to develop this edited volume, we had insights into how school-university partnerships within initial teacher education were being formed, as well as a clear understanding of key indicators informing effective partnerships. By the final stages of curating this edited collection, inspired by the innovation we were seeing across Australia, more questions arose relating to the fundamental aspects of partnership design. Is a policy framework necessary for a school-university partnership to be successful? Would school-university partnerships be explored without initial teacher education accreditation requirements mandating formal agreements? Do schools initiate partnerships with universities? Should the focus of school-university partnerships centre around the number of pre-service teacher professional placements in schools? This final chapter explores these provocations and poses further considerations in the hope of advancing discussions on successful school-university partnerships.
An Introduction to School-University Partnerships—Innovation in Initial Teacher Education

Bradbury, O ; Acquaro, D ; Bradbury, O ; Acquaro, D (Springer, 2022-10-15)

School-university partnerships have now become a fundamental foundation of initial teacher education programs across Australia. Firmly embedded in the program standards required to accredit pre-service teacher preparation courses, the importance of these partnerships is widely recognised. Incentivised through policy, the focus on school-university partnerships is front and centre within initial teacher education; however, the emphasis is now shifting towards the quality and sustainability of partnerships. Embedding of successful sustainable partnerships requires a deep understanding of contextual factors that are both unique and common to each partner. Understanding the strengths and needs of each partner creates the necessary conditions for innovation. This chapter introduces this edited collection of Australian school-university partnerships. The contributions are first-hand accounts from those who oversee the school-university partnership within each institution, providing both theoretical and practical understandings of how these partnerships are formed, their function and future considerations for the sustainability of these partnerships. Each contribution is distinct, each showcasing unique approaches to partnership and each demonstrating the transformation emerging from cross-sectoral collaboration.
Value of Mentor Professional Learning Through a Digital Micro-Credential in a School-University Partnership

Lang, J ; Acquaro, D ; Anderson, M ; Mandouit, L ; Wilson, E ; Favero, E ; Marlow, E ; Bradbury, O ; Acquaro, D (Springer, 2022)

Effective school-university partnerships not only play an important role in improving the quality of initial teacher education but have the capacity to positively impact practice more broadly in schools. This chapter explores an innovative approach to school-university partnerships through the development of a digital micro-credential professional learning program for mentor teachers aimed specifically at building mentors’ understanding of evidence-based assessment to support differentiated teaching practice. Through a narrative inquiry approach and the reflections from participating mentors and partnership leaders, the data analysed suggest that there are positive impacts across the partnership’s actors and ecosystem. The micro-credential provides upskilling of mentors that then improves the level of support to pre-service teachers when using data to differentiate their teaching, a key aim for the program. Yet, there are broader impacts of the program across the partnership, including changing teaching practices within the participating schools and implications for the university’s academics and their work with teachers and pre-service teachers.

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