Collaboration across the Continuum: Systemic Partnerships for Reform in Pre-Service Science and Mathematics Teacher Education
Katherine Sprott Ph. D; Amanda R. Morales Ph. D; Roslin Growe Ed.D; Melanie Martin Ed.D

Abstract
Preparing highly qualified math and science teachers in todays’ increasingly diverse students requires innovation and collaboration. Multi-institutional partnerships among university colleges of education and arts & sciences, community colleges, and school districts are powerful mechanisms for systemic improvement of teaching and learning across the education continuum. In this longitudinal case study, we investigate the functions and impacts of a multi-institutional partnership established among one university, three Hispanic Serving Institution (HSI) community colleges, and five school districts designed to enhance teacher preparation while concurrently cultivating K-16 teaching and learning among partners in a mid-Western state. This case study revealed three project outcomes 1) improved critical perspectives and practices with multilingual, English learner students K-16, 2) development and/or enhancement of programs and opportunities at each institution, and 3) an increase of K-12 assessment scores across the five years of the partnership project.

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