Partnerships

The College of Education and Human Development (CEHD) at the University of Minnesota – Twin Cities is engaged with school partners in teacher education to improve preparation for new teachers. 

In partnering with a school or a district, we mutually agree to:

  • collaborate to prepare teacher candidates
  • encourage teacher growth
  • incorporate community engagement
  • impact student learning with a focus on equity

To do this, we will work jointly to connect initiatives and resources, seek out mutual learning opportunities, and engage in continuous improvement.

Criteria for Partner District/School Selection

Potential partners are identified in consultation with district leadership, school site administration, teachers, University faculty and staff based on these commitments:

  • Putting P-12 students first
  • Engaging in co-teaching
  • Supporting strong administrators in schools
  • Dedicating space, time, personnel and resources
  • Supporting communities of learners

Specific Criteria for Partner District/School Selection

Cooperating Teachers

  1. Three years of teaching experiences and/or tenured in District
  2. Licensed in assigned field
  3. Willingness to complete co-teaching training and co-teach with teacher candidate
  4. Will complete professional development in coaching strategies for adult learners
  5. Principal/Building leadership team recommendation based on:
    • Effective teaching including integration of research-based/best practices, and reflecting on practice
    • Assessing student learning both formatively and summatively to inform instruction and document student learning.
    • Collaborating with students to create a welcoming and inclusive classroom community that reflects the diversity of student cultures in the design of the physical and virtual space, expectations, and organizational routines that represent the needs of all students.
    • Engaging students in curriculum that demonstrates understanding of the impact of the intersection of race and ethnicity with other forms of difference, including class, gender, sexuality, religion, national origin, immigration status, language, ability, and age
    • Understanding multiple leadership models for teachers; knowing how to take on leadership roles at the school, district, state, or national level; and advocating for students, the school, the community, and the profession.
    • Communicating skillfully and interacting with parents or guardians, families, school colleagues, and the community to support student learning and well-being.
    • Understanding that students bring assets for learning based on their individual experiences, abilities, talents, prior learning, and peer and social group interactions, as well as language, culture, family, and community values, and approaches their work and students with this asset-based mindset, affirming the validity of students’ backgrounds and identities.

Diverse Settings

(Refer to PELSB Unit Standards: 8705.1010 Subpart 3: Standards for Clinical Experiences: the unit has a process to assure that all candidates have experience with students who differ in race, ethnicity, home language, and socioeconomic status; and experience with students with a range of exceptionalities, including students on an individualized education plan)

Schools with the following thresholds in one or more categories will be given preference in selection:

        • 8% or more students who are ELL (linguistic)
        • 30% or more students who qualify for free or reduced lunch (socioeconomic)
        • 30% or more students who identify as non-white (cultural, ethnic, racial)
        • 8% or more students who qualify for special education services (range of exceptionalities)

Other Diverse Settings that may be given preference include Dual Language or Immersion


Depth of Partnership

Where on the continuum does the school place themselves? Are they open to more than just placements?


Shared Resources
What can we share with each other?

  • Unique learning opportunities (e.g. social-emotional learning, mental health, etc)
  • Special mentoring support
  • Community partners or resources
  • Induction support
  • Space for use for classes or PD
  • Research or data
  • Professional development for teacher educators
  • Co-teaching experience


Other Partner Site Criteria Considered

  • Current school enrollment (multiple sections per grade level) 
  • Location, location, location (accessibility to school by public transportation) 
  • Enough experienced staff to support and engage with a cluster of co-teachers 
  • A strong principal who considers teacher professional learning and co-teaching essential for developing/sustaining a positive school culture. The principal must have a process in place to determine which teachers are prepared to mentor a teacher candidate and must be responsive/engaged in the partnership. 
  • Diversity in the staff and across the student body 
  • The cooperating teachers must agree to support the candidates as described in the Teaching Handbook section entitled “Responsibilities of Cooperating Teachers” 
  • The district needs to support the partnership 
  • The whole staff needs to understand the partnership and opt in, demonstrating a willingness to engage in the Partner Network.

For more information

1. Visit the CEHD Teacher Education School Placements and Partnerships webpage: 
https://www.cehd.umn.edu/teaching/partnerships/ 

2. Contact School Partnerships and Clinical Learning Coordinator, Kelly Meyer to discuss further.
Email: meyerk@umn.edu
Office Phone: 612-626-5199