This study describes and analyzes a teacher-education partnership between two institutions of higher education (IHEs) and three local educational agencies (LEAs) located in a large suburban area. Working collaboratively, these five organizations designed and developed a career-ladder teacher-education program that prepares experienced bilingual paraeducators currently working full time at local schools to become “highly qualified” teachers of English for Speakers of Other Languages, as defined by the No Child Left Behind Act (2002). In this paper, we examine the needs and perspectives of an IHE–LEA partnership and their dynamic relationship to address the specific instructional needs of paraeducators.
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Osterling et al. (2003) studied this question.
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