School/University Partnerships and the UNI Teaching Associates Cadre Model: Professional Benefits to PreK-12 Educators.

The implementation of the University of Northern Iowa's (UNI) Teaching Associates Cadre Model (TAC) Professional Development School (PDS) program is discussed within the context of Kagan's six stages of collaborative relationships: formation; conceptualization; development; implementation; evaluation; and termination or reformation. The TAC was designed to involve school-based practitioners more closely and directly in the preservice and inservice preparation of educators. TAC members are master teachers and experienced cooperating teachers who form professional partnerships with professors and clinical supervisors. Clinical supervisors are jointly employed by UNI and a school system to assist professor-coordinators with practicum supervision of student teachers. TAC members provide a linkage between schools and UNI. They are based in UNI Student Teaching Regional Centers in 10 urban areas throughout the state. There are national and international field sites; as well. TAC represents one variation of the PDS concept. Cadre members are engaged in several activities that reflect the guidelines for PDSs proposed by the Holmes Group; including collaborative research on problems of educational practice; shared teaching in college and school settings; and cooperative supervision of prospective educators. Reflection on the development of TAC since its inception in 1987 suggests a need for greater UNI faculty involvement and interaction with TAC members. Appendices illustrate the interrelationships of program components and TAC member leadership roles. (Contains 13 references.) (IAH)