School-University Partnerships-Innovation in Initial Teacher Education

An introduction to School-University Partnerships - Innovation in Initial Teacher Education.- Working relationally to bridge the divide: An exploration of an Australian school-university professional experience partnership from the perspectives of five stakeholders.- Reimagining the school university partnership and the role of the school based Professional Experience Coordinator: A New South Wales case study.- A once in a lifetime opportunity to experience 21st century teacher education.- Sink or swim: A Common Induction Program for Pre-Service Teachers.- Partner Perspectives Matter: Lessons learnt when navigating continued pre-service teacher placements during disruption.- 'We're in it for the long haul': connection, generation and transformation through a school-university partnership.- Value of mentor professional learning through a digital micro-credential in a school-university partnership.- Perspectives from academia and school leadership boundary crossing roles in one Allianceschool-university partnership.- Concluding thoughts and future considerations on innovation in school-university partnerships in initial teacher education.

Ondine is a Teaching Scholar in the School of Education at Deakin University, Australia. Ondine has over fifteen years of classroom and leadership experience in the primary sector and has held both professional and academic roles in the tertiary sector. She has previously conducted the role of a Site Director overseeing the preparation of pre-service teachers and capacity building of mentors, as well as building and sustaining school-university partnerships. Ondine was also a Senior Project Manager at the Victorian Department of Education and Training managing the Teaching Academy of Professional Practice initiative. She is currently completing her PhD on the development of teachers in middle leadership roles. Her current projects include researching the impact of rural incentive programs for pre-service and in-service teachers; teacher development; and the impact of social networks on quality school-university partnerships in initial teacher education.

Daniela Acquaro (PhD) is an Associate Professor of Education and Director of Initial Teacher Education within the Melbourne Graduate School of Education at The University of Melbourne, Australia. Daniela is the university lead of the Melbourne Teaching Academy of Professional Practice school-university partnership and is a co-lead on a Multiprovider Greater Shepparton Teaching Academy of Professional Practice school-university partnership. Daniela has been an educator and leader in the secondary and tertiary education sectors for over twenty-five years. She has led national and international research and development projects in the areas of teacher education and school leadership. Her current projects include researching teacher shortages and transitions into rural and regional areas; developing successful school-university partnerships; and international comparative research on school leadership and school improvement.