What is a professional partnership? By definition, it is an entity formed by two or more professional organizations that provide services to the public. However, finding a professional partner or, more to the point, establishing a significant two-way partnership, can be a daunting task.
It is a challenge, however, that the Keystone State Reading Association (KSRA) has gladly taken on, as we are in the process of forging such a professional partnership with the Pennsylvania Department of Education (PDE)—a move we would encourage other councils to take with similar agencies in their area.
KSRA is the Pennsylvania state literacy council whose mission is to empower educators, leaders, and the community by providing opportunities and resources to make literacy accessible for all. PDE is an executive department of the state charged with publicly funded preschool, K–12, and adult educational budgeting, management, and guidelines. As the state education agency, the governor-appointed Pennsylvania secretary of education directs its activities.
KSRA believes many of the decisions necessary for student and school success should not be
made by an individual organization. Rather, these decisions should be made after collaborative discussions among educational organizations, policymakers, educators, and parents. The purpose of this article is to share the process KSRA is using to develop a professional partnership with PDE to ensure all stakeholder voices are heard.
A reason to partner up
During the fall of 2014, PDE announced it was changing the requirements for obtaining a K–12 reading specialist certificate by simply allowing educators to take a test. This suggested policy
change immediately ignited a fiery response from most of the teacher preparation colleges and universities in Pennsylvania as well as current reading specialist certificate holders.
On one hand, PDE stated the certificate add-on-by-testing option was enough for an educator to demonstrate competency as a reading specialist. On the other hand, KSRA stated educators should be certified only after completing rigorous coursework and supervised practicum.
This opposing viewpoint led KSRA leadership to request a face-to-face meeting with the secretary of education. This was new territory for the current KSRA leaders, so we prepared by gathering information to explain our views, provided the rationale for KSRA’s position and
actions sought, and offered our assistance. The PDE committee listened to our concerns intently.
In return, we also listened to PDE’s issues about add-on-by-testing options. Both organizations discovered we shared like-minded individuals and the common goals of preparing highly qualified reading specialists and creating an authentic learning environment for all students across Pennsylvania.
This first encounter gave us the hope, desire, and impetus to pursue a positive, two-way partnership.
Becoming partners
The issue that prompted our first meeting remains unresolved, although PDE did place a moratorium on its policy of attaining the reading specialist certificate by testing after our discussions. However, it is not that issue about which I write, but rather the process and importance of partnering.
Both PDE and KSRA initially gathered information from each other such as knowing what prompted PDE to want to change its policy in the first place and why KSRA espouses the
coursework with practicum approach. We questioned, suggested, and pontificated on regulations, theories of literacy, and the needs we brought to the table. We left the table with facial recognition for the names we had known, a clearer understanding of the motivations behind our interface, and an intense desire to establish the best direction for issue resolution.
Change in the field of education does not happen quickly, nor does a professional partnership develop depth at the outset. But we knew we wanted to follow up on all the nuances and details
exchanged by continued meetings, which have carried on largely through correspondence, e-mail, and telephone conversations, and have begun to cover other topics such as teacher preparation, teacher evaluation, and assessments.
The benefits and rewards
Our partnership continues to develop and grow. For example, the PDE bureau directors now recognize KSRA as an important professional organization for educators, and KSRA recognizes
PDE as approachable, supportive, and knowledgeable about educational policy.
When our relationship began, KSRA was in the process of planning its 48th annual conference. What better opportunity than a conference to invite PDE to join with us, contribute the most current, definitive information, and inform our entire membership and guests of our now-developing partnership? We were most fortunate to have PDE Deputy Secretary for Elementary and Secondary Education Matthew Stem to answer questions from concerned educators. He fielded questions on topics such as teacher evaluation, state testing requirements, allocation of resources, and early literacy.
At the same time, KSRA has become more open-minded about the process of educational policy, improving our reputation as willing to collaborate for educational solutions. Finally, KSRA has
gained important contacts in PDE that have expanded our knowledge base. We are able to share more accurate information with our members on the avenues available for changing the
certification process, passing a piece of legislation, or converting the reading specialist certification to educational specialist certification.
Building a relationship with PDE is a work in progress and one that KSRA values, will nurture, and looks forward to continuing.
Most important, KSRA encourages other councils to follow suit and to develop a similar partnership with their local education departments. Knowing the how and why of the decision and policymaking process provides the bridge to do so.
Millie Henning, an ILA member since 1982, has served for three years as director of the Literacy Advocacy Committee for the Keystone State Reading
Association. She is a retired reading specialist and currently a college supervisor for Cabrini College in Radnor, PA.
This article originally appeared in the January/February 2016 issue of Literacy Today, ILA’s member magazine.
