Volume 13, Number 1 (2018) The Complexity of Collaboration: Personal Stories from a School and College Partnership

This issue highlights a school, college and community partnership that was made possible with a grant from the Washington State Legislature. Below is a video of an interview with Representative Sharon Tomiko Santos, the chair of the legislative education committee, who talks about its purpose and vision.

An Interview with Washington State Representative Sharon Tomiko Santos

An Interview with Carl Bruner , Ed.D, Superintendent, Mount Vernon School District.

The 17th Annual Educational Law and Social Justice Forum features a panel from the school, community and college.

The Parent Action Team: Bringing Parents and the Community into the Life of the School

To read an earlier article published in the journal on this collaborative project, go to:

“Everyone Should Feel so Connected and Safe”: Using Parent Action Teams to Reach all Families”

Authors: John Korsmo, Miguel Camarena, Andrea Clancy, Ann Eco, Bill Nutting, Basilia Quiroz, Azucena Ramirez,

Veronica Villa-Mondragon, Stacy Youngquist, and Anne Jones

Vol. 9, Issue 1 -- https://cedar.wwu.edu/cgi/viewcontent.cgi?article=1213&context=jec



The Complexity of Collaboration: Personal Stories from a School and College Partnership
Lorraine Kasprisin
Vol. 13, Iss. 1

Theme: The Complexity of Collaboration: Personal Stories from a School and College Partnership

Introductory Essay



Using a Place-Based Approach in Preparing Community Teachers for High-Need Schools
Joanne Carney, Marilyn Chu, Susan Donnelly, Marsha Riddle Buly, and David Carroll
Vol. 13, Iss. 1


Three Cases: Bridging the University-School-Community Divide through Collaborative Learning and Innovative Uses of Educational Technology
Joanne M. Carney, Paula Dagnon, Martha Thornburgh, Lori Sadzewicz, and Chloe Unruh
Vol. 13, Iss. 1


School, university and community partnerships are widely promoted by accrediting bodies, professional organizations and state legislatures. Such partnerships are considered to be central to effective teacher preparation and to positive P-12 student learning. Yet, such collaborations are complex to enact. Schools, universities and communities have entrenched hierarchies and cultures that may clash. 

How can university professors, school teachers/administrators, and parents and community work together to bridge these inherent chasms? How can they work together to create the right collaborative conditions for positive school and university culture change? How can we redesign both teacher and teacher-educator work to encourage mutual learning? How can we prepare new teachers to navigate the existing education system while incorporating innovative teaching practices and addressing social justice issues?

This invited issue highlights the personal stories of those involved in a special partnership – university faculty, school teachers, administrators, parents, community and representatives from the Washington State Legislature, whose grant made this possible. It tells the story from their perspectives.