Take a dozen colleges, combine a mutual concern about strengthening academic experiences, and you have the beginnings of the Commonwealth Partnership. Attract a good funding base, stir in research about transitions from high school to college, and add interest from neighboring states. Simmer the mix over a steady flame of interest, season with new ideas and enthusiasm, and actively include elementary, middle, and secondary school teachers. The result is the foundation for a series of summer institutes that have translated educational philosophy into action.
The Commonwealth Partnership began in the 1970s when a group of college presidents, deans, and provosts gathered to improve education in Pennsylvania. From their first meetings, a two-part mission emerged: (1) provide occasions for the college representatives to address issues of mutual concern; and (2) promote and support collaboration among educators in Pennsylvania and neighboring states to strengthen students' academic experiences.
The partnership's first step toward fulfilling this mission was its release of a nationally distributed publication entitled, What We Expect: A Statement on Preparing for College, which addressed the elements of good preparation in seven subject areas. Due to the tremendously favorable response to the publication, the partnership initiated a series of summer institutes based on its principles. Originally, the institutes were held only for college and high school educators, but later they included elementary and middle school teachers as well.
The first summer institute was held in 1985. It brought more than 30 high school and college English literature teachers together to increase professionalism and mutual understanding. In 1986, the institute brought history teachers together; and in 1988, 60 foreign language teachers were sent abroad, returning for a follow-up institute the next summer. By the end of the third institute, nearly 360 teachers had participated. With each institute, teachers increasingly benefited from having the time and opportunity to build professional relationships.
As the institutes continued to grow, they became more and more interdisciplinary. Biology teachers at one summer institute developed an entire curriculum that they tested during the regular school year. In developing the curriculum, participants focused on the relationship between mathematics and science while also asking themselves questions like "What we want the students to know and feel?" and "Why do we like our subjects?"
Teachers also applied for mini-grants for projects sponsored by the partnership. The projects included professional development, independent research, organizing professional associations, and various programs that encouraged high school students to work with elementary and middle school students. Ellen Trout, the Commonwealth Partnership's director, estimates that the partnership worked with over 2,000 teachers in highly successful regional and statewide initiatives.
In 1994, working with assistance from Research for Better Schools (RBS) and generous support from several foundations, the Commonwealth Partnership formally began focusing on the interdisciplinary, natural relationship between mathematics and science. The partnership challenges teachers to use a thematic curriculum to break down the barriers between grade levels and disciplines.
In providing time for teachers to get together and share ideas, the summer institutes encourage educators to look to one another as resources and raze the walls that often isolate teachers from one another. Teachers are challenged to replace familiar, comfortable lesson plans with teaching strategies that emphasize research and interaction among all age levels. According to Trout, "Many of the teachers initially accepted the challenges of the intensive program with the goal of gathering new ideas for the classroom. The benefits were even greater than anticipated as they discovered the excitement of networking with other teachers at both the high school and college levels and becoming part of a much broader cooperative effort."
"The bonus for students is the opportunity to work with teachers who have become more enthusiastic and actively involved both within and beyond the classroom," Trout adds. "The teachers themselves have become 'lifelong learners' who present their own subject matter with far greater relevancy to the 'real world.' For instance, a biology unit on DNA certainly makes a connection if you watch the news about the O.J. Simpson trial."
Information about future institutes and current Commonwealth Partnership projects may be obtained by contacting the Project Office, Commonwealth Partnership, Franklin and Marshall College, P.O. Box 3003, Lancaster, PA 17604-3003; (717) 291-4304.
Last Modified: 8/14/95
From Currents Newsletter, Spring/Summer, 1995