A Reflective Faculty-in-Residence Model in a K-8 Lab School: Lessons Learned from the First Two Years of a Bidirectional Initiative

The Faculty-in-Residence (FIR) initiative bridges resources of a regional university, its College of Education, and a K-8 partnership school in ways that enhance children's learning and well-being. A core commitment undergirding the FIR role is the recognition that blurred boundaries, collabora...

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Bibliographic Details
Published in:School-university partnerships 2021, Vol.14 (2), p.115
Main Authors: Dempsey, Van, Hill-Black, Sabrina, Roseboro, Donyell, Fox, Kathy, Sidbury, Kemeka, Stocker, James, Swanton, Erica, Jennings, Laura, Hilburn, Jeremy, Nobles, Karla, Sterrett, William L
Format: Article
Language:English
Subjects:
Active Learning
College School Cooperation
Educational Research
Elementary Schools
Faculty Development
Inquiry
Intervention
Laboratory Schools
Middle Schools
Partnerships in Education
School Community Relationship
Teacher Educators
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Summary:The Faculty-in-Residence (FIR) initiative bridges resources of a regional university, its College of Education, and a K-8 partnership school in ways that enhance children's learning and well-being. A core commitment undergirding the FIR role is the recognition that blurred boundaries, collaborative relationships, and the reimagination of how professional knowledge and resources can intersect, can create a richer learning environment. With the focus on a positive impact for students, the FIR work may include areas such as classroom pedagogy, school leadership, wrap-around services, and family and community engagement. This work informs the preparation of educators, practitioners, and community services professionals, creating rich possibilities that may not have existed when those spaces operated in isolation. This article provides perspective from both university faculty and K-8 classroom teachers on the challenges and opportunities presented by the reflective approach of a bidirectional FIR model.
ISSN:1935-7125