Partner Roles and Support

The discussion continues

Partner Roles

Being a partner in this grant means different things for different stakeholders.  Common among all partners is increased collaboration between rural school districts and UNI faculty.  The purpose of this grant is to develop more highly effective teachers, but this cannot be done without the cooperation of practicing teachers and administrators, as well as their higher education counterparts.  Through this cooperation will be the development of a teacher performance assessment for pre-service through induction, which will be piloted in our rural partner districts.  Facilitating the creation of the teacher performance assessment, partners will both have specific roles they will fulfill, which include:

Rural LEA Districts:

  • Participate in a community of practice with UNI faculty
  • Mentor pre-service teacher candidates
  • Participate in performance assessment process of pre-service teacher candidates
  • Complete necessary documentation
  • Pilot integrated technology platform (last three years of grant)

UNI Faculty:

  • Participate in a community of practice with rural LEA partner districts
  • Participate in Design Summits: ELL, UDL, DI
  • Participate in potential professional development opportunities with rural LEA partner districts
  • Redesign and implement courses, which address the following:
    • Emerging attributes of effective teaching
    • Teacher performance assessment
    • Clinical experiences
    • Technology connectivity
  • Complete research requests


One of the benefits for participants in this grant are the number of benefits that are available.  These include:

LEA and UNI Common Support

  • A partnership between UNI faculty and LEA faculty
  • Connectivity, which will allow for increased clinical observations for pre-service teacher candidates
  • A technology specialist will be available to both UNI and LEA faculty to assist with the implementation of educational technology in courses, as well as to support the use of the integrated technology platform and communication technologies
  • Equipment:
    • Video conferencing technology will be required for each location students are placed
    • Other equipment may include technology available at one location, but not the other (Example: an LEA has a new microscope, but UNI campus does not)
  • Ongoing opportunities for professional learning

LEA Specific Support

  • An on-site filed liaison to assist with communications and logistics required to place teacher candidates 
  • Potential graduate credits
  • Equipment for LEA Districts: $20,000 to $40,000

UNI Specific Support

  • Stipend for course redesign and implementation
  • Clinical placement travel
  • Student teaching supervisor
  • Mobile hardware for faculty
  • Equipment for UNI Campus: $180,000