The Impact Of A Professional Development School On Professional Development In The Partner School District
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| Author | : Doris Grove |
| Publisher | : |
| Total Pages | : |
| Release | : 2016 |
| Genre | : |
| ISBN | : |
ABSTRACTOver the last several decades, those engaged in enhancing educational quality have recognized the increasing importance of the role of professional development in enhancing educator performance and student learning. During that same time period, professional development school partnerships between school districts and institutions of higher learning have been seen as a vehicle for transforming or renewing both basic and higher education. It is reasonable to expect that the establishment of a professional development school partnership would exert a significant impact on the professional development program of the district. However, this may not be the case. In fact, Levine (1997) argued, school districts, with some important exceptions, continue to ignore the potential impact that professional development schools can have in terms of professional development, recruitment, and new teacher induction (p.6). The purpose of this study was to address empirically the question of the impact of a PDS partnership on a districts professional development program.The central research question framing this study was: What has been the impact of an elementary professional development school partnership on the professional development program of the school district at the elementary level? In order to answer this central research question, the following sub-questions guided the study:1) As individuals in a variety of roles and contexts perceive ithas the elementary professional development program in the school district changed as a result of the PDS partnership?2) If changes in professional development have occurred at the elementary level, in what areas have the changes occurred?a) Assumptions underlying professional developmentb) Goals for professional developmentc) Delivery of professional development d) Role of the teacher in professional developmente) Outcomes of professional development 3) What factors explain the changes that have occurred? The study employed a qualitative case study approach. In-depth interviews using an interview protocol adapted from Seidman were conducted with 25 participants from three distinct categories: 1) central office administrators including curriculum coordinators; 2) principals, and 3) teachers using Seidmans interview protocol. Data were analyzed using the constant-comparative method (Glasser & Strauss, 1967). As revealed from the data collected during this study, all of the participant groups with the exception of the low involvement teacher participants, perceived that the professional development school partnership offered and supported multiple opportunities for professional development including enhanced teacher leadership possibilities, generating a culture of inquiry, and empowerment through teacher-generated and teacher-led professional development. The findings of the study indicate multiple opportunities for future research studies in regards to professional development, school-university partnerships, and teacher leadership and principal leadership in a PDS partnership.
| Author | : Ismat Abdal-Haqq |
| Publisher | : Corwin |
| Total Pages | : 104 |
| Release | : 1998 |
| Genre | : Education |
| ISBN | : |
Professional Development Schools offers a close-up, comprehensive look at the state of professional development schools in the United States today. The vision of an ideal professional development school (PDS) is drawn from the best-known P-12 practices and optimum sites for preparing novice teachers. This "ideal" PDS would continually generate, test, and refine new knowledge and organizational structures. Abdal-Haqq poses the following questions regarding whether the PDS is performing its intended role: Is the PDS improving the curriculum, instruction, and structure of P-12 schools through professional development of educators? and Is it making substantive, positive differences in students' learning levels? To find answers, the author examines substantial amounts of evidence from various sources: student interviews and follow-up studies with teacher education graduates; surveys with preservice teachers on attitudes, beliefs, and self-efficacy; and reviews in student journals. Abdal-Haqq also investigates the important questions of time and money. She explores the kinds of additional fiscal and human resources necessary to start up and sustain a PDS.
| Author | : Rick Breault |
| Publisher | : Rowman & Littlefield Publishers |
| Total Pages | : 178 |
| Release | : 2011-12-09 |
| Genre | : Education |
| ISBN | : 1442208414 |
Professional Development Schools: Researching Lessons from the Field provides a comprehensive analysis of PDS research that can aid PDS stakeholders in designing and sustaining meaningful research in their partnerships. Breault and Breault used an extensive qualitative meta-synthesis to examine the research over the past 20 years. Their comprehensive review of 300 studies provides a.deep understanding of the challenges and potential within PDSs. The authors offer analysis regarding key elements of PDSs and highlight strong studies including a large-scale, multi-site study and studies using mixed methods and action research effectively. They also highlight exemplary studies showing how pilot studies are effective ways to research new partnerships, how theory can lead to greater abstraction, and how metaphor can clarify complex relationships. This book is an essential resource for all stakeholders involved in professional development schools.
| Author | : Pixita del Prado Hill |
| Publisher | : IAP |
| Total Pages | : 193 |
| Release | : 2021-01-01 |
| Genre | : Education |
| ISBN | : 1648021913 |
The Impact of PDS Partnerships in Challenging Times is the follow up to Doing PDS: Stories and Strategies from Successful Clinically Rich Practice (2018). The first book included stories that described our experiences across more than twenty-five years of PDS partnerships. We sought to examine and chronicle the innovative ways we negotiate school-university collaboration while explaining the development of the SUNY Buffalo State PDS consortium. This second volume strives to explore the impact of our endeavors individually at each school/community site and collectively as an entire consortium to point to the important ways that school-university partnership contributes to all stakeholders and where we might do better. SUNY Buffalo State’s PDS roots go back to 1991 with one local school partner. Today this school-university partnership consortium connects with over 100 schools with approximately 45 signed agreements each semester in Western New York, nationally, and internationally. The SUNY Buffalo State PDS consortium is grounded in three frameworks for clinically rich practice: (a) the National Association for Professional Development Schools Nine Essentials (Brindley, Field, & Lesson, 2008); (b) CAEP Standards for Excellence in Educator Preparation, Standard 2 (http://caepnet.org/standards/standard-2, 2018); and (c) the Buffalo State Teacher Education Unit Conceptual Framework (https://epp.buffalostate.edu/conceptualframework, 2018). Through specific examples, each chapter utilizes a case study approach to describe the nature of various partnerships situated in research with a focus on the impact of the partnership. The chapters are intentionally succinct to provide a focused look at a particular partnership activity as each contributes to the larger goals of the entire consortium. Every chapter follows a similar structure – defining a challenge identified by the members of the consortium, a review of the relevant literature, an explanation of how the school/community liaison team responded to the challenge and the data gathered to determine impact, an “impact at a glance” chart to report the findings, and an identification of the necessary next steps in the project.
| Author | : Eva Garin |
| Publisher | : IAP |
| Total Pages | : 339 |
| Release | : 2020-04-01 |
| Genre | : Education |
| ISBN | : 1648020038 |
Teacher education in the United States is changing to meet new policy demands for centering clinical practice and developing robust school-university partnerships to better prepare high-quality teachers for tomorrow’s schools. PROFESSIONAL DEVELOPMENT SCHOOLS (PDSs) have recently been cited in national reports as exemplars of high-quality school-university partnerships in the clinical preparation of teachers. According to the National Association for Professional Development Schools, PDSs have Nine Essentials that distinguish them from other school-university collaborations. But even with that guidance, working across the boundaries of schools and universities remains messy, complex, and, quite frankly, hard. That’s why, perhaps, there is such diversity in school-university partnerships. For the last thirty years, educators have been fascinated yet puzzled with how to build PDSs. Clinically Based Teacher Education in Action: Cases from PDSs addresses that perplexity by providing images of the possible in school-university collaboration. Each chapter closely examines one of the NAPDS Nine Essentials and then provides three cases from PDSs that target that particular essential. In this way, readers can see how different PDSs from across the globe are innovating to actualize that essential in PDS development. The editors provide commentary, addressing themes across the three cases. Each chapter ends with questions to start collaborative conversations and a field-based activity meant to propel your PDS work forward.
| Author | : Hugh G. Petrie |
| Publisher | : State University of New York Press |
| Total Pages | : 326 |
| Release | : 1995-08-31 |
| Genre | : Education |
| ISBN | : 1438416032 |
The concept of professional development schools (PDS) has recently emerged as one of the most exciting possibilities for systematic educational reform. These "teaching hospitals" of the education profession typically are real schools in a district that take on, with a cooperating institution of higher education, special responsibilities for inquiry and professional preparation. Although still in their infancy, PDSs as places for professional preparation and of inquiry into teaching learning and teacher education have major policy potential.
| Author | : Renee W. Campoy |
| Publisher | : Bloomsbury Publishing USA |
| Total Pages | : 161 |
| Release | : 2000-05-30 |
| Genre | : Education |
| ISBN | : 0313001642 |
The professional development school (PDS) is a unique educational reform initiative that attempts the simultaneous reform of education at the school and the university. By conducting reform at both levels of education, the PDS is a solution to the piecemeal reforms of the past, from Dewey's Progressivism to the Sputnik reforms to New Math to Whole Language, which have targeted educational change in the public schools but most have overlooked the preparation of new teachers. The PDS addresses the professional development of experienced teachers in the field, the preparation of new teachers, and improvement of the programs of K-12 schools at the same time and at the same place—the school site. In this way, reform goals are agreed upon and implemented by both new and experienced teachers so that reform efforts are seamlessly supported by all parties involved. Nevertheless, most educators engaged in PDS reform agree that PDSs are a high stakes reform effort and are fraught with difficulties. This case study provides an annotated road map of one PDS partnership so that others interested in partnership work are provided general principles to guide their work.
| Author | : Michael Cosenza |
| Publisher | : IAP |
| Total Pages | : 238 |
| Release | : 2024-03-01 |
| Genre | : Education |
| ISBN | : |
Professional Development Schools are complex and comprehensive school university partnerships focusing on professional development of new teachers and veteran teachers while providing high quality education to P-12 students. The chapters of this book contain the stories of 8 highly successful and nationally recognized professional development schools. Each story provides the reader with practical ideas, procedures and policies that can be implemented by the reader to begin new partnerships or help improve and sustain existing partnerships. Each chapter discusses the rich clinical preparation combined with progressive experiences in PDSs that have made the partnership successful. The diverse authors from several different states describe their efforts to forge PDS partnerships to develop and deliver high quality teacher preparations, practical experiences for teacher candidates, and simultaneously provide professional development for experienced practitioners. The book will be a valuable resource to school and university faculty and administrators as they transition to a partnering model of clinical preparation for teacher candidates: it will help stakeholders decide if their schools and institutions are ready to commit to a partnership, and highlight the benefits they stand to gain. The book also realistically addresses challenges in a way the reader can prepare for to reduce obstacles in establishing and sustaining PDSs.
| Author | : JoAnne Ferrara |
| Publisher | : IAP |
| Total Pages | : 264 |
| Release | : 2022-07-01 |
| Genre | : Education |
| ISBN | : |
How the Professional Development School and Community School strategy might benefit from an integrated perspective serves as the guiding framework for this volume of Research in Professional Development Schools. This book advocates for blending these two approaches to address the needs of P-20 settings and their communities. Because we recognize the inherent strengths in both models, we encouraged chapters that had as a primary focus one or both models as they sought to support teacher preparation and K-12 partners. Subsequently, a series of questions framed the conversation around the potential for combining these models as well as what such an integrated model might present for teacher education programs, K-12 partners, and their communities. Since this volume explores three different aspects of the relationship between Professional Development Schools and Community Schools, a set of guiding questions were offered to guide the specific models addressed.
| Author | : Michael Cosenza |
| Publisher | : IAP |
| Total Pages | : 372 |
| Release | : 2018-01-01 |
| Genre | : Education |
| ISBN | : 1641130393 |
Rich clinical preparation combined with progressive experiences in professional development school (PDS) settings are proposed to bring about systemic and impactful transformation of educator preparation and professional growth in order to improve and enhance P-12 student learning. In this book, diverse authors describe their efforts to forge PDS partnerships to develop and deliver high quality training and practical experiences for candidates, and simultaneously provide professional development for experienced practitioners in ways that mirror recommendations found in authoritative reports and literature. The authors’ collective wisdom is vividly captured in the multi-voiced chapters that are collaborations between cooperating teachers, school administrators, county and district level administrators, university supervisors, and instructional faculty. The contexts authors write about are recognizable, and the accomplishments they experienced and challenges faced will resonate with institutions courageously undertaking change or renewal. The book will be invaluable to school and university faculty and administrators as they transition to a partnering model of clinical preparation for teacher candidates: it will help stakeholders decide if their schools and institutions are ready to commit to a partnership, and highlight the benefits they stand to gain, but realistically address challenges that may be faced by administrators and faculties as well as teacher candidates in the PDS enterprise.
