Schools in the National Network for Educational Renewal (NNER) share a
commitment to the twenty postulates, nineteen
of which were first enumerated by John I. Goodlad in Teachers for
Our Nation's Schools. Each of these postulates has a bearing on the
way partner schools are created and operated, with the fifteenth postulate
speaking most directly to the subject:
Programs for the education of educators must assure for each candidate
the availability of a wide array of laboratory settings for simulation,
observation, hands-on experiences, and exemplary schools for internships
and residencies; they must admit no more students to their programs
than can be assured these quality experiences.
addition to the twenty postulates, NNER settings share common values that
influence the way in which they approach their overall mission of simultaneous
renewal of schools and the education of educators. These shared beliefs
include the following:
schools of the NNER assure that all learners have equitable access
schools recognize and honor diversity, commit to multicultural curricula
and culturally responsive practice, prepare individuals for active
participation in a democratic society, and promote social justice.
Partner schools contribute to the growth of students as citizens in
a democratic society, as contributors to a healthy economy, and as
fully human individuals versed in the arts and ideas that help them
take advantage of their talents. In short, they are schools prepared
to enculturate learners for participation in a democratic society.
schools enable educators to make educational decisions with students
and other stakeholders.
create educative communities that seek to develop a more just and
called Professional Development Schools, Centers for Teaching and Learning,
or by some other name, NNER partner schools are not an end but a means
by which schools and universities seek to accomplish four purposes:
Purpose 1: Educate Children and Youths
Purpose 2: Prepare Educators
Purpose 3: Provide Professional Development
Purpose 4: Conduct Inquiry
what follows, the general expectations are arranged in relation to the
four major purposes of partner schools. School and university educators
from the NNER settings met on four occasions and helped to develop the
following general expectations and associated examples. The term "university-based
educators" includes representatives from arts and science as well as from
colleges, schools, and departments of education.
partner schools in NNER settings develop, they will use these guidelines
to help them determine how well they are accomplishing each of the four
major purposes, how consistent their work is with the postulates, and
whether their work is really guided by the set of shared values.
NNER setting is unique. Consequently, during the next five years no two
settings are likely to make the same amount of progress. Nevertheless,
the settings have agreed that these expectations will assist them in assessing
growth. They expect to renegotiate the contents of this document from
time to time so it can serve as a dynamic guide to difficult work.
1 : Educate Children and Youths
Partners communicate in such a way as to create a learning community.
Parents, community members, educators, and students commit to life-long
Equity and Excellence:
Partners seek equity and excellence for all enrolled students and other
members of the learning community.
assure that the curriculum and instruction of the partner school help
students achieve common, high expectations.
assure access to learning by all students.
work so that differences in student achievement are not associated with
factors such as race, gender, or social class.
descriptions of curriculum in partner schools reveal high expectations
in keeping with local, state, and national standards.
observations in partner schools reveal that educators make effective
use of a variety of instructional techniques.
develop a variety of learning strategies such as problem framing and
questioning in order to construct meaning.
demonstrate progress in implementing alternatives to tracking of students
in partner schools.
use best practices to assess student performance.
2 : Prepare Educators
Educator preparation programs in partner schools are based on continuous
collaboration among partners to assure that the partner school is an integral
part of the total preparation programs.
communicate a common vision of the goals and purposes of the partner
school in written and oral communications about the school.
deal regularly with essential linkages between what happens at the
partner school and the campus-based segments of the education preparation
settings share meeting minutes which demonstrate growing collaboration
concerning partner schools.
settings demonstrate through testimony of preservice candidates and
school and university faculty that the work in the partner schools
is an extension of work which occurs on campus.
Pedagogy, Curriculum, and Attitudes:
Partner schools help preservice teachers construct the pedagogical skills,
curriculum knowledge, and attitudes necessary to educate all learners.
teachers' experiences are based on a shared understanding among school
and university-based educators of current best practices in classroom
teaching and learning.
Preservice teachers integrate theory and practice as they plan and carry
out classroom instruction.
teachers develop the ability to apply the wide variety of instructional
techniques and strategies required to help students with differing
learning styles and backgrounds.
in partner schools reveal that sound learning theories and best practices
are integrated into the everyday life of the students.
Observations, interviews, and course descriptions reveal that campus-based
courses and partner school learning activities for preservice teachers
exemplify the conditions of learning the prospective teachers will be
expected to create in their future classrooms.
Partners exhibit knowledge of relevant academic disciplines from the arts
teachers in partner schools participate in a general education that
enables them to enter into the human conversation.
teachers demonstrate appropriate proficiency in those disciplines
they are expected to teach.
teachers have the pedagogical content knowledge needed to link student
learning to the key elements of the major disciplines.
Faculty from arts and sciences and education work with faculty from
the schools in continuous renewal of the substance of the curriculum
in partner schools.
3 : Provide Professional Development
and Student Needs Driven:
Professional development for educators is collaboratively defined and
is based on the diverse needs of students to be served by the educators.
of school and university-based educators who work with partner schools
reveal instructional practices consistent with professional development
collaboratively derived from analysis of the need of students in the
Professional development builds the capacity of educators to engage
in school-centered renewal.
Professional development links theory, research, and practice.
Professional development helps professionals work with special needs students.
Professional development helps educators understand how professionals
from various fields can best work together as part of an educative
4 : Conduct Inquiry
engage in critical social inquiry concerning school and teacher practices.
collaborate in action research groups using such categories as race,
class, gender, and/or ethnicity as frameworks for analysis of school
curriculum and instructional practices.
Partners share examples of critical social inquiry regarding their school
and the broader community of which it is a part.
Partners engage in reflective practice as a means of generating continuous
improvement of education in the partner school.
and children in the partner school generate questions about teaching
and learning, gather information, develop practices, and assess the
consequences of those practices on student learning.
teachers (as others at the setting) reflect upon classroom experience
with other preservice teachers and their university and campus-based
teachers and mentors.
School and university-based educators use reflective practice in order
to grow professionally. The
results of such reflection are used to inform school practice and educator
Inquiry as Scholarship:
Partners use the partner school as a setting for scholarly examination
of professional practice.
conduct inquiry in accordance with norms of scholarly research, including
review by and discussion with colleagues.
of scholarly inquiry at the partner school are disseminated through
such vehicles as conference presentations, scholarly journals, videotapes,
professional development workshops, and infusion into college curricula.
Representatives from each setting within the NNER publish scholarly
examinations of professional practice conducted by school and university-based
educators at partner schools.
Partner schools are supported by sufficient people, time, and money.
and school faculty responsible for conducting teacher preparation
programs are allocated sufficient time for planning, conducting, and
assessing such programs.
numbers of well-qualified school and university-based educators enable
the partner school to accomplish its responsibilities related to teacher
preparation, professional development, inquiry, and the education
of P-12 students.
and sufficient support is provided for professional development, including
time, peer support, and opportunity for reflection.
work engaged in by all partners will be weighted equitably in connection
with all personnel decisions including compensation.
supplies and equipment support the learning of P-12 students and preservice
teachers at the partner school.
Comparisons of partner schools with non-partner schools at NNER settings
reveal that the partner schools have the time, staff, and money required
by the multiple purposes they are expected to accomplish.
version of this document which highlights the major purposes and expectations
is also available from the Center for Educational
by Richard W. Clark and Donna
Hughes, May 15, 1993
Revised: May 12, 1994; October 30, 1994; January 3, 1995
For more information on partner schools, please see our
NNER Partner School Portraits, Programs,
and Publications pages.
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