eNVision: A collaborative redesign partnership

The Professional Development School (PDS) partnership creates a unique environment in which the elementary education experiences for pre-service teachers (PSTs) can be enhanced through specialized approaches to traditional practicum courses taken during an education licensure program. However, over time, as both parties settle into their predetermined roles, these experiences may become stagnant and less impactful as school needs change, but the courses do not. The PDS partnership between a Midwest university and local school district provides the opportunity for distinctive platforms through innovative teaching approaches for both university and elementary faculty, as well as, for elementary education PSTs. Working specifically with a local elementary school, the authors collaboratively sought to develop a mutually beneficial approach that would purposefully place PSTs within the school while increasing consistency in the placement. The intent was to allow classroom teachers to better utilize the PSTs during their field experience hours, in addition to providing PSTs with more hands-on, minds-on learning opportunities. The decision to turn the courses into an extended learning immersive experience was determined early on in the planning process, along with the associated courses. This partnership began in Fall 2019 as a nine-hour block that included courses in instructional and behavioral engagement, literacy practices, and elementary science methods. Throughout the semester, feedback was periodically collected from participating faculty and PSTs in an effort to keep the immersive courses meeting the needs of the PSTs. Additional information was collected from diverse elementary student data within the PDS and from the principal.