Abstract
Collaboration goes beyond direct service provision. It is critical for effective personnel preparation and professional development as well as high-quality program implementation to close the gap between research and practice in early childhood contexts. Simultaneous renewal provides a framework for continuity from teacher preparation, inclusive teaching practices, and professional development to engage all stakeholders in teaming processes that promote child outcomes and improve teacher practice simultaneously.
Highlights
Outside, it is a cool and rainy spring day at Hillside Elementary School
Inclusive early childhood teacher candidates work in collaboration with all learners, inclusive classroom teachers, related service providers, and families
Teaming is a byproduct of the increase in the number of children with and without disabilities learning together and demonstrates progress toward inclusive practices (Division for Early Childhood & National Association for the Education of Young Children, 2009)
Summary
Collaboration can be defined as cooperation among a group of individuals who are concerned or involved in a specific undertaking (Dinnebeil, Hale, & Rule, 1999; Dunst & Paget, 1991). Robust collaborations with classroom teachers, school administrators, related service providers, and families are required for the preparation and training of teacher candidates These relationships must result in mutually beneficial outcomes for all stakeholders on the team. Potential stakeholders include education faculty from partnering institutions of higher education, community partners, school district and local educational agency representatives, pre-service teacher candidates, classroom teachers, and specialists, as well as families of children served within the program. These are stakeholders who need one another’s expertise and support to thrive and to best meet the needs of all learners (see Figure 1). Identifying key stakeholders helps with pinpointing current and ongoing resources that are needed for improving outcomes for all children and their families
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