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PurposeThe paper identifies and explores the perspectives of middle school educators regarding the benefits and challenges of an ongoing, emerging school–university partnership. Over five years, professors at one comprehensive, Midwestern university, formed a partnership with a local middle school. While progress has been made to develop the partnership, the authors recognized a lack of shared governance (Essential 7). In particular, they were unsure the partnership was mutually beneficial. The authors interviewed teachers, the principal, assistant principals, guidance counselors, the instructional coach and the youth service center director to gain their perspectives on the partnership.Design/methodology/approachThe authors used an intrinsic, evaluative case study to examine educators perceptions of the benefits and challenges of the partnership (Guba & Lincoln, 1981; Patton, 2002). This approach was used because within this bounded system the authors have an interest in obtaining information to help improve the program and partnership.FindingsResults suggest the partnership was beneficial in a number of ways including hiring of and offering fresh ideas to teachers. Educators also felt there were many benefits for university candidates. Challenges included scheduling, technology access and candidate disposition. Implications are discussed.Research limitations/implicationsInherent within the research methodology, researchers’ inclusion in the data collection process may affect participants responses.Practical implicationsResearchers discuss the implications of this work, including the role of hiring candidates and clear articulation of a mission for the partnership.Originality/valueThis work adds to research on school site stakeholders’ perspectives on the value of school–university partnerships and includes teachers and the schools’ entire leadership team.

PurposeThe purpose of this viewpoint article is to share the reflections of school and university leaders on the success of their emerging school–university partnership for the preparation of middle school teachers.Design/methodology/approachThe article is a reflective paper in which the leaders of the school–university partnership discuss the benefits of establishing the initial school–university partnership and reflect on what has helped the partnership experience success in the partnership's first five years of existence.FindingsWhile the authors describe their school-university partnership as emerging, both the school and the university have experienced successes. Upon reflection, the authors discuss four specific essential elements to their initial partnership success. Communication and collaboration among all stakeholders ensure all voices are heard and valued. Allowing the university to have a physical presence in the middle school encourages the building of trusting relationships. For partnerships to succeed, partners must allow time for the partnership to mature and grow. Finally, when the middle school hires graduates from the partnering university, this benefits both the school and university partners.Originality/valueAs teacher preparation moves further away from the university campus to engage more closely with schools, there are lessons to be learned. Reflection is an essential component of growth. The partners in this school–university partnership believe sharing the partners' experiences will enhance the effectiveness of the partners' own partnership and encourage others that choose to begin this journey.

Since William Alexander's (1963, 1995) call for attention to the need for specialized middle level teacher preparation in 1963, 45 states have created requirements for middle level certification, licensure, or endorsement (Association for Middle Level Education [AMLE], 2014) which have led to institutions of teacher preparation creating routes designed to prepare candidates to teach grades 5-9. Because of questions raised about content and consistency of these programs, this study systematically documents components of undergraduate middle level teacher preparation programs in 1,324 institutions from 50 states and the District of Columbia. The findings reveal that even though 45 states have explicit mandates for middle level certification, licensure or endorsement, almost half of the institutions preparing teachers for grades 5-9 do not offer courses or experiences specific to middle level education or young adolescents.

While This We Believe (NMSA, 2010b) certainly advocates for a rigorous, challenging academic environment for middle grades students, it also strongly suggests the education of young adolescents includes three additional \"essential attributes\" (p. 14). A middle school education should be developmentally responsive, empowering, and equitable. Nagel Middle School, in Cincinnati, Ohio, has discovered a way to fully embrace what makes middle level education unique-a deep understanding of the developmental spectrum of its students; attention to professional behaviors and dispositions of its teachers; the creation of supportive organizational structures; and the development of healthy relationships among students, staff, teachers, and administration. Using the lens of the Core of Effective Middle Level Practices, this article provides a portrait of Nagel Middle School as it educates the whole, young adolescent child within the context of today's educational climate. Though not a blueprint for others to follow, this portrait can serve as an inspiration to other middle schools who desire to reaffirm their commitment to a developmentally responsive education for their students.

For middle schools to fully achieve their goals, it is important for them to be staffed with teachers who understand the unique developmental needs of young adolescents and are specifically prepared to meet those needs. Middle school leaders have long been advocates of specialized teacher preparation and licensure; however, the current terrain of middle level teacher preparation and licensure is inconsistent and somewhat difficult to navigate. This manuscript provides a snapshot of the historical context and current status of middle level teacher preparation and licensure in the United States and calls for renewed efforts to ensure specialized preparation and licensure for all middle level teachers.

This interpretive, exploratory study utilized survey methodology to document middle level principals' perceptions of effective teaching practices and the preparedness of newly hired middle level teachers. The findings suggest that principals' descriptions of effective teaching differ from their descriptions of effective teachers. Additionally, principals' perceptions of the level of preparation of newly hired teachers indicate a sense of dissatisfaction, acknowledging teachers are prepared in their content knowledge but lack preparation in several key areas, including classroom management, assessment, curriculum and instruction, and culturally and developmentally appropriate practice. As a result, the authors propose a \"Framework for Effective Middle Level Practices\" as a conceptual guide for middle level teacher preparation.

Interdisciplinary teams with common planning time have been a hallmark of the middle school organizational structure since the 1960s, yet research on the effective use of common planning time is limited. This study explores how interdisciplinary teams at schools designated Kentucky Schools to Watch use common planning time, including the factors that enhance common planning time effectiveness, the beliefs and perceptions of the teachers concerning the use of common planning time, and the topics and activities discussed during common planning time sessions. Results indicate a common vision and mission, clearly defined goals for all types of planning (interdisciplinary team planning, grade level planning, and professional learning communities), and effective building leadership are factors for enhancing the effectiveness of common planning time.

High-performing middle schools are a critical link in the educational continuum. In an effort to stimulate the sluggish reform efforts of middle schools, the National Forum to Accelerate Middle-Grades Reform established the Schools to Watch recognition program. Using responses of school personnel to a statewide survey, this study examined the perceived level of implementation of key tenets of the middle school concept as outlined by This We Believe: Successful Schools for Young Adolescents (National Middle School Association, 2003) in schools designated Kentucky Schools to Watch as compared to non-designated schools. Additionally, the study reviewed the academic performance of Kentucky's middle schools on the Kentucky Core Content Test to determine whether the schools identified as Kentucky Schools to Watch experienced higher levels of student academic achievement. Results indicated a slightly higher perceived level of implementation of key tenets of the middle school concept in Kentucky's Schools to Watch and revealed overall higher levels of academic achievement as measured by the Kentucky Core Content Test.

This interpretive, exploratory study utilized survey methodology to document middle level principals’ perceptions of effective teaching practices and the preparedness of newly hired middle level teachers. The findings suggest that principals’ descriptions of effective teaching differ from their descriptions of effective teachers. Additionally, principals’ perceptions of the level of preparation of newly hired teachers indicate a sense of dissatisfaction, acknowledging teachers are prepared in their content knowledge but lack preparation in several key areas, including classroom management, assessment, curriculum and instruction, and culturally and developmentally appropriate practice. As a result, the authors propose a Framework for Effective Middle Level Practices as a conceptual guide for middle level teacher preparation.

[...] they give students the responsibility to prepare, organize, and direct the conference with their parents, emphasizing the academic and behavioral accomplishments they have achieved during the school year and targeting additional goals and areas for growth. The primary focus of the student-led conferences is on academic progress, not failure or misbehavior, which is often the case at traditional parent-teacher conferences. Because the most important player-the student-is present, students and parents can address concerns directly and seek the intervention of the classroom teacher, if necessary.