Partners work so that differences in student achievement are not associated with factors such as race, gender, or social class. Written descriptions of curriculum in partner schools reveal high expectations in keeping with local, state, and national standards. Classroom observations in partner schools reveal that educators make effective use of a variety of instructional techniques. Students develop a variety of learning strategies such as problem framing and questioning in order to construct meaning. NNER settings demonstrate progress in implementing alternatives to tracking of students in partner schools.
Partners use best practices to assess student performance.
Partners communicate a common vision of the goals and purposes of the partner school in written and oral communications about the school. Partners deal regularly with essential linkages between what happens at the partner school and the campus-based segments of the education preparation program. NNER settings share meeting minutes which demonstrate growing collaboration concerning partner schools. NNER settings demonstrate through testimony of preservice candidates and school and university faculty that the work in the partner schools is an extension of work which occurs on campus. Preservice teachers integrate theory and practice as they plan and carry out classroom instruction.