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Purdue University-Lafayette School Corporation. Making PALS through Partnerships. Michael A. Hemphill, College of Charleston K. Andrew R. Richards, Purdue University. Overview the Partnership. Partnership Goals: C ontinuing professional development opportunities,

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Purdue University-Lafayette School Corporation

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Purdue university lafayette school corporation

Purdue University-Lafayette School Corporation

Making PALS through Partnerships

Michael A. Hemphill, College of Charleston

K. Andrew R. Richards, Purdue University


Overview the partnership

Overview the Partnership

  • Partnership Goals:

    • Continuing professional development opportunities,

    • Revise the physical education curricula,

    • Build community connections to support PE/PA.

  • CPD Model:

    • Expose teachers to research-based curricular models,

    • Formalize a new approach to physical education in LSC,

    • Build partnerships in the school and community.


Overview of the partnership

Overview of the Partnership

All PE Teachers in LSC Benefitted From


Overview of the partnership1

Overview of the Partnership


Purdue university lafayette school corporation

Making PALS through Partnerships

Moving Toward Sustainable

Curriculum Reform


Four stages to curriculum reform

Four Stages to Curriculum Reform

  • Fighting marginalization.

  • Interest convergence among change agents.

  • Building a community of practice.

  • Curriculum reform and recognition.


Purdue university lafayette school corporation

Physical Education Teachers

University Partnership

Local School District

Professional Development

Facilities and Infrastructure


Purdue university lafayette school corporation

Patton, K. (Ed.). (2012). The dynamics of promoting sustained school-university partnerships. Journal of Physical Education, Recreation and Dance, 83(9), 13-36.

Hemphill, M.A., et al. (2012). Making PALS through partnerships: A Collaboration to promote physically active Lafayette Students. Journal of Physical Education, Recreation and Dance, 83(9), 23-36.


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