Earlier this month, the Neag School of Education’s Office of Teacher Education hosted its first in-person Teacher Education Partnership Summit in years to enhance collaboration between school district partners and the Neag School. Partner districts throughout the state welcome UConn student-teachers and interns into their classrooms and the Neag School, in turn, works closely with districts to combat teacher shortages and support K-12 students.
The Neag School’s Director of School-University Partnerships for the Integrated Bachelor’s and Master’s (IB/M) Teacher Education Program, Sandra Quiñones, initiated the idea, which was refined in collaboration with Alyssa Hadley Dunn, Director of Teacher Education, and Tracy Sinclair, Director of the Teacher Certification Program for College Graduates (TCPCG).
“The Teacher Education team executed the idea superbly,” Quiñones said, praising Dunn’s and Sinclair’s contributions.
“Post-pandemic setbacks led us to revitalize partnerships, prompting the summit,” Dunn said.
Districts were encouraged to send three representatives to the daylong event at the Student Union in Storrs, so they could take full advantage of concurrent roundtable discussions. This setup facilitated meaningful connections and an exchange of knowledge, all aligning with the goal of mutual learning.
This summit was an opportunity for the Neag School to grow as an educator preparation program. We must solicit feedback from our partners to continue to produce high-quality teacher candidates who will go out into the field and impact learning and growth in Connecticut’s children. — Tracy Sinclair
“Annual partnership events shifted to virtual during COVID,” Dunn said. “Unlike past speaker-focused events, this summit prioritized dialogue and initiative sharing.”
The gathering also fostered district collaboration, addressing shared challenges in recruiting and mentoring future teachers, and emphasized maintaining a supportive, noncompetitive environment for districts to exchange insights and learn from each other’s educational preparation experiences.
The event utilized round tables for open, low-stakes discussions guided by questions. Quiñones suggested topics such as placement processes and celebrating partnerships without spotlighting one district.
“We invited liaisons to discuss UConn student placements, monitoring their progress, and alternative ways to celebrate partnerships,” Quiñones said. “Equity and racism in schools emerged as key discussions. Dr. Dunn proposed addressing student safety amidst racism, which garnered significant interest. While I facilitated one discussion, a colleague tackled these pressing issues. The goal was inclusive dialogue, fostering insights and strategies among district partners.”
Afternoon sessions at the daylong event focused on partners in Connecticut’s Alliance Districts, which represent the state’s lowest-performing schools. To address these districts’ higher needs, extra funding is allocated by the Connecticut State Department for developing apprenticeship programs, paying student teachers and interns who are aspiring teachers of color, and enhancing diversity in the profession. Therefore, afternoon discussions revolved around how districts can effectively utilize these additional resources. Specifically, groups spoke of new state legislation that enables paid student-teaching and internships.
“We discussed scholarships, particularly for TCPCG’s residency model, while grappling with hurdles in IB/M’s three-year program,” Dunn said. Adjusting admissions to aid Alliance Scholars’ entry and offering stipends for unpaid student teaching emerged as potential solutions.
Most exciting for future TCPCG students is a recently approved reduction in tuition, effective Summer 2024. Along with the restructure of the program’s summer courses, it will be a direct cost-savings benefit for students.
“Future TCPCG teacher candidates eagerly anticipate reduced tuition,” Sinclair said. “Restructured summer courses promise direct cost benefits for these graduate students, vital amid steep education expenses. This financial relief aims to broaden access to top-ranked programs, fostering a diverse teaching force in Connecticut. Importantly, this change maintains program rigor, ensuring the Neag School’s renowned quality while enhancing the learning experience.”
Each group discussion throughout the day had a designated notetaker from the Office of Teacher Education team. The collection of experiences, questions, and concerns will aid the Office in creating improvement strategies.
“We will review this information and send a follow-up email with survey questions to everyone who attended, aiming to gather further insights for analysis and action,” Dunn said.
“This summit was an opportunity for the Neag School to grow as an educator preparation program,” Sinclair said. “We must solicit feedback from our partners to continue to produce high-quality teacher candidates who will go out into the field and impact learning and growth in Connecticut’s children.”
The preliminary feedback from the districts was positive and encouraging.
“It was a well-planned event that was productive for participants,” said Lara White, director of equity and inclusion for Waterbury Public Schools. “Having the time to discuss and plan was valuable. The opportunity to talk with folks and other districts was key in exchanging ideas, issues, and new approaches.”
The Office of Teacher Education hopes to hold a follow-up activity in the spring, as district leaders expressed interest in returning, indicating an eagerness for further discussions.
“Dr. Sinclair and I observed their scarcity of opportunities to connect and share perspectives, leading to their heartfelt gratitude and appreciation for the collaborative dialogue on UConn partnerships,” Dunn said.
The day of collaboration also brought some familiar faces to Storrs, including alumni and even Dunn’s former teacher.
“As a three-time graduate of the Neag School and a current central office administrator, I’m exceptionally proud of the high-quality programs and rich opportunities that the Neag School provides and creates for its students,” said Kate Lund ’06 ED, ’07 MA, 12 6th Year, assistant superintendent of curriculum and instruction for Glastonbury Public Schools. “In my current role, I’m grateful to have an active partnership with the Neag School to ensure our schools and mentor teachers meet or exceed the needs and expectations of pre-service educators.”
When participants first arrived at the event, Dunn recognized one particular educator, who turned out to be her high school English teacher Sonya Stemmer. Stemmer is now the supervisor of professional learning and teacher evaluation for East Hartford Public Schools.
“It was a thrill to reconnect with Dr. Hadley Dunn 23 years later,” she said. “I am so proud of all she has accomplished, but not surprised. Alyssa was a remarkable student and an even more remarkable human; I imagine she brought that same energy, compassion, and joy to her classrooms. I am excited about working with her and supporting her vision for the Neag School’s IB/M and TCPCG programs.”
View photos from the Partnership Summit on the Neag School’s Facebook page, and learn more about the Neag School’s Teacher Education program at teachered.education.uconn.edu.
