tion and a pool of funds to support it, the partnership could more easily justify the need for additional funds. As always, the argument for expending any funds for the partnership’s efforts at any time would be to support more effective teacher education programs.

An important consideration in this approach to teacher education in science and mathematics would be the reduction or possibly even the elimination of redundancy of effort, programs, and equipment. Although formal financial analyses would be required for each partnership, CSMTP members predict that the sponsoring organizations either would actually save money or obtain more services than would be possible if each organization continued to operate its own programs divorced from the activities and priorities of others.

POTENTIAL OBSTACLES TO SUSTAINING AN EFFECTIVE PARTNERSHIP FOR TEACHER EDUCATION

Leaders both within the core of a partnership and in the institutions that support it must recognize and attempt to mitigate the many external variables that could compromise the success and vitality of the partnership (see Figure 6-3). For example,

  • Current tenure and promotion policies at many colleges and universities may not sufficiently recognize the contributions of faculty in science, mathematics, engineering, and in education departments to the improvement of teacher education through such partnerships (e.g., NRC, 1999h). In many cases, these kinds of partnership activities require more commitment of time, effort, and intellectual engagement than other, more traditional faculty responsibilities. If institutions and faculty colleagues who are not engaged in such activities do not recognize and reward such efforts, partnerships are not likely to be sustained over time.

  • Sufficient funding for successful partnerships must be both predictable and available long-term. Budgets that are subject to annual negotiation can have a negative impact on this kind of compact. Partnerships that depend too heavily on grants rather than on line items in the budgets of school districts and postsecondary institutions can be compromised if the priorities of funding agencies shift over time.

  • Real buy-in by a partner institution has ramifications for the entire institution. Partnerships cannot be optimally effective if one or more partners are unwilling or unable to meet their commitments. Contractual agreements must be equitable and supported financially through line items in the budgets



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