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introduction of Project ACT (Active Collaborative Transformative teaching and
learning). The professor provided drama-based teacher training that helped teachers
incorporate drama techniques into all curriculum lesson plans. Teachers and their
teacher candidates actively participated in acting out a Grade 4 history lesson guided
by McCambridge. Project ACT provided us the opportunity to create an empathic,
tolerant, and analytical learning space for our students to synthesize, advocate
alternative perspectives, interpret in their own words and value systems, and express
how they came to their conclusion. Dr. Cynthia Coler is
The FAST elementary teachers were transformed for that short period of time currently a member of Iota
during our staff meeting and were mesmerized by the type of interactive learning Phi Chapter in California
State Organization. She
without technology, books, or having students struggle in writing in a second received both a chapter
language to check for understanding! The request was overwhelming to continue and state scholarship to
the activities at the staff meeting, but time was limited. A brief discussion followed pursue her doctorate in
between the elementary staff, principal, and university faculty in attendance as to education. She is currently
when McCambridge could return. The FAST elementary staff was delighted to have an adjunct faculty
the professor conduct a follow-up workshop during one of our inservice meeting member at California
Lutheran University and
days a few weeks later. Due to the relationship of this partnership, conversations a member of California
were open and free flowing. Our school-university partnership was able to organize School University
professional learning based on needs and interests. Partnerships (CSUP) and
Following their own training, FAST elementary teachers invited McCambridge, National Association of
with his university students, into their classrooms to introduce the elementary-grade Professional Development
students to active, collaborative, transformative teaching and learning. This staff Schools (NAPDS). cynthia.
coler@gmail.com
development provided an opportunity for us to transform our style of teaching to
be more collaborative, supporting students’ connections in their own learning and
having students form their own opinions and justify their own values and beliefs.
Not only were the FAST elementary teachers receiving training, but our student
teachers were involved in the training as well. This provided continual support to our
teachers who were mentors for several of the teacher candidates in the CLU teacher-
preparation program.
The professional learning did not stop at just our partnership; it blossomed into
an amazing opportunity. Our school district and CLU applied for and received a
$1-million grant to provide professional development for the entire district on this Dr. Krystal K. Goree is
learning/teaching model over a 3-year period. One teacher per school site took on Director of Professional
a leadership role for the training, and one teacher was selected to work as a liaison Practice in the
School of Education
between the school district and CLU. at Baylor University.
This type of active, collaborative, transformative teaching and learning created She is a member of
a different learning path for our students and provided strategies and skills to learn National Association
to work in groups, embrace the struggle, be persistent, and value failure during the for Professional
process. ACT offered movement to those students who struggled with sitting still, as Development Schools
well as the opportunity to be tuned into their own learning. We were less concerned (NAPDS). Krystal_Goree@
baylor.edu
about feeding students content information and more about having the students
become critical thinkers and reflective learners.

Partnerships to Support Innovation and Reflection: Stoicovy
School communities are made of many constituencies—including teachers,
school leaders, families, local businesses, and alumni and their families—which over
time may represent thousands of people whose support represents strong networks
for that particular school. The interesting aspect of the nature of school-university
partnerships is the added dimension of changing the culture of a school, which often

Educators’ Choice 7