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Professional development schools (PDSs) advocate links between schools and teacher education programs, but how do mentor teachers in schools experience their role in this? Therefore, this research focuses on mentor teachers to investigate the change brought about by the implementation of a complex-wide PDS.

This qualitative single case study in a newly formed complex-wide PDS is based on surveys and individual interviews with mentor teachers from one school complex area. Activity systems analysis provided the framework to analyze mentor teachers interactions, their role and activities.

Mentor teachers expressed a sense of purpose in educating the next generation of teachers, experienced continuous learning in the collaboration with the teacher candidates and recognized opportunities for professional development offered by teacher education programs.

Schools and teacher education institutes rely on mentor teachers in their support to educate the next generation of teachers. Knowing what activities and values mentor teachers place on their mentoring can guide school administrations and teacher education institutes in their support and recruitment for mentor teachers.

This research contributes to the development of teacher education in the State of Hawaii and has identified helpful structures for meaningful teacher education.

The methods and procedures in which teachers are trained and supported are rapidly changing. While the COVID-19 pandemic undoubtedly disrupted education and exacerbated a growing teacher shortage, these problems are not new, they stretch back decades and are the result of underfunding and political machinations among many other factors. This paper is a case study of a small private university and how it transitioned to supporting employed interns and providing on-the-job-training and support for these types of interns in this volatile time for teacher education and preparation.

This paper is a case study. The paper chronicles how the initial certification department within a larger school of education was able to transition to meeting the needs of employed interns and supporting them.

The most important findings for this case study/examination of practice, while not necessarily generalizable, were the creation of a culture, attention to implementation and the fostering of a learning organization.

The teacher shortage forced the university in this paper to change its offerings, assumptions and culture with regard to interns and their needs. While this was unique to one institution, other institutions are most likely in similar situations.

The paper identifies and explores the perspectives of middle school educators regarding the benefits and challenges of an ongoing, emerging school–university partnership. Over five years, professors at one comprehensive, Midwestern university, formed a partnership with a local middle school. While progress has been made to develop the partnership, the authors recognized a lack of shared governance (Essential 7). In particular, they were unsure the partnership was mutually beneficial. The authors interviewed teachers, the principal, assistant principals, guidance counselors, the instructional coach and the youth service center director to gain their perspectives on the partnership.

The authors used an intrinsic, evaluative case study to examine educators perceptions of the benefits and challenges of the partnership (Guba & Lincoln, 1981; Patton, 2002). This approach was used because within this bounded system the authors have an interest in obtaining information to help improve the program and partnership.

Results suggest the partnership was beneficial in a number of ways including hiring of and offering fresh ideas to teachers. Educators also felt there were many benefits for university candidates. Challenges included scheduling, technology access and candidate disposition. Implications are discussed.

Inherent within the research methodology, researchers’ inclusion in the data collection process may affect participants responses.

Researchers discuss the implications of this work, including the role of hiring candidates and clear articulation of a mission for the partnership.

This work adds to research on school site stakeholders’ perspectives on the value of school–university partnerships and includes teachers and the schools’ entire leadership team.

The purpose of this viewpoint article is to share the reflections of school and university leaders on the success of their emerging school–university partnership for the preparation of middle school teachers.

The article is a reflective paper in which the leaders of the school–university partnership discuss the benefits of establishing the initial school–university partnership and reflect on what has helped the partnership experience success in the partnership's first five years of existence.

While the authors describe their school-university partnership as emerging, both the school and the university have experienced successes. Upon reflection, the authors discuss four specific essential elements to their initial partnership success. Communication and collaboration among all stakeholders ensure all voices are heard and valued. Allowing the university to have a physical presence in the middle school encourages the building of trusting relationships. For partnerships to succeed, partners must allow time for the partnership to mature and grow. Finally, when the middle school hires graduates from the partnering university, this benefits both the school and university partners.

As teacher preparation moves further away from the university campus to engage more closely with schools, there are lessons to be learned. Reflection is an essential component of growth. The partners in this school–university partnership believe sharing the partners' experiences will enhance the effectiveness of the partners' own partnership and encourage others that choose to begin this journey.

The paper discusses a partnership between Huston–Tillotson University (HT), a Historically Black College and University (HBCU) and the Austin Independent School District (AISD), a minority-serving school district, both in Austin, Texas, with a grant provided by Apple Inc. (Apple). The purpose of the partnerships is that valuable relationships can increase the number of African American male teachers in primary and secondary education in minority-serving public schools. The African American Male Teacher Initiative (AAMTI) at HT was created as an innovative approach to recruit and select 20 African American males each year of a four-year grant provided by Apple.

This paper reviewed the literature on the lack and need for African American male public school teachers. Once the data is established during a three-to-four-year period, a mixed-method approach will be utilized to examine data retrieved from interviews, surveys, demographics of student participants, numerical data and retention and graduation rates. This will establish whether strategic partnerships can successfully increase the number of qualified African American males in public education.

This paper proposes and provides research evidence that African American male teachers can positively impact all students in the classroom setting.

There is limited data to test a hypothesis on the effectiveness of a partnership between the university and public school to increase the number of African American male teachers through recruitment – selection and retention efforts. Therefore, follow-up research is needed for the first graduating class of 2024.

The broader impact of this paper is to show that partnerships between universities and public schools with corporate sponsorship can positively increase the number of African American male teachers prepared to teach in public schools through strategic recruitment and selection efforts.

This paper can serve as a model for universities and school districts to implement. High placement of prepared Black male teachers in public schools can reduce the school-to-prison pipeline and juvenile homicides and defeat generational poverty.

Much research highlights the problems associated with a lack of African American male teachers. This paper includes the challenges but offers a sound basis for practical solutions.

The purpose of this paper is to describe a thriving partnership between Frostburg State University and the Garrett County Public Schools that aims to improve teacher effectiveness and retention through the implementation of a robust induction program. The initiative includes sustained, strategic mentoring; extensive professional development; and validated, competency-based microcredentials aligned to high-leverage practices.

The study included surveys and structured interviews with teaching fellows and their instructional coaches.

Having ample support and mentoring can make a significant difference for novice teachers. Partnerships between universities and local school districts can provide this critical support.

A limitation that cannot be ignored is the small number of participants in this program, all of whom are teaching in a rural school system. However, researchers working with larger school districts would add valuable knowledge to the field of study.

This paper includes implications for designing new induction programs or improving existing ones.

Mentoring, a major component of high-quality induction programs, has the potential of providing important benefits to beginning teachers including increased motivation, self-confidence, growth in professional identity, and reduced stress and anxiety.

As school systems are struggling to retain qualified teachers, high-quality induction programs are necessary.

The purpose of this study was to examine how well a strength-based program grounded in positive psychology principles can advance the practical critical thinking skills of those pursuing the teacher training course.

This study used a single-group pre-test post-test design with 35 teacher-trainees from the Bachelor of Education course. The two-and-a-half-week strength-based program used the values in action survey to identify strengths. Pre- and post-test scores, measured with the Cornell Critical Thinking Test – Level Z, underwent Statistical Package for Social Sciences analysis including paired samples t-test for subcomponent and overall composite analysis.

Analysis of the pre- and post-test scores demonstrated a statistical significance in the critical thinking scores obtained by the teacher-trainees. Post-test scores were consistently significant. Out of the elements of critical thinking, induction, meaning, observation and credibility were more prominent. Deduction and assumption identification were also having a significant effect.

Most critical thinking programs focus on evaluating specific teaching methods for improving critical thinking skills. In education, positive psychology studies often center on students’ well-being, attention spans and academic success, aligning with wellness programs. Despite the importance of strengths in positive psychology, there is a lack of research on using a strength-based approach to boost critical thinking skills. This study aims to enhance teacher-trainees’ critical thinking by leveraging their individual strengths, moving away from traditional instructional strategies.