Walking in two worlds: Master teachers serving as site coordinators in partner schools

Bonnie L. Utley, Carole G. Basile, Lynn K. Rhodes

Research output: Contribution to journalArticlepeer-review

16 Scopus citations


The emergence of partnerships to promote simultaneous renewal of university schools and colleges of education as well as K-12 public schools has resulted in new roles for personnel in both settings. The present study describes multiple aspects of one of these roles; that of the site coordinator. A site coordinator is a master teacher on special assignment to lead implementation of the four functions of partner schools as articulated by members of the National Network for Educational Renewal. These functions are teacher preparation, professional development, renewal of curriculum and instruction (i.e., exemplary instruction for all), as well as research and inquiry. The factors that have influenced the evolution of this role over 8 years of a complex school-university partnership are described. Qualitative data collected from semi-structured interviews conducted with 31 site coordinators regarding their perceptions of the role are included as well. These data are organized according to multiple themes within the two broad categories of personal and professional benefits as well as challenges. Finally, the essential nature of this role in facilitating the simultaneous renewal of basic and higher education is discussed as a guide to others who participate in school-university partnerships.

Original languageEnglish (US)
Pages (from-to)515-528
Number of pages14
JournalTeaching and Teacher Education
Issue number5
StatePublished - Jul 1 2003
Externally publishedYes


  • Centers of pedagogy
  • Partner schools
  • Pre-service teacher education
  • Professional development
  • Professional development schools
  • Teacher education

ASJC Scopus subject areas

  • Education


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