Albright, S., Breidenstein, A. & Ryan, J. (2018). Teacher education at Trinity University meets the STEPS Interpretive Framework. L. Hobbs, C. Campbell, M. Jones. School-based partnerships in teacher education: A Research informed model for universities, schools and beyond 193-207. Singapore: Springer Nature. Retrieved from https://doi.org/10.1007/978-981-13-1795-8_10
This chapter investigates the principles and practices which have guided the highly regarded Professional Development School (PDS) partnerships at Trinity University, San Antonio, Texas, USA, and analyzes them in relation to the STEPS Interpretive Framework. The analysis is undertaken as a dialogue between an insider from Trinity University seeking to articulate the significant features of their partnerships and an outsider teacher educator making connections to the STEPS Interpretive Framework. Trinity partnerships have emphasized principles, including education as “transformation,” the centrality of “relationships,” and strong university leadership. Analysis of Trinity approaches in terms of the STEPS Framework suggests that faithfulness to overriding partnership principles has promoted strength and resilience in its partnerships with schools, indicating that the framework is justified in proposing principles and practices which can guide successful partnership development no matter where it takes place.
School of Education
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