PDS The Simultaneous Renewal of School & University Defining a vision Shirley Lefever-Davis Janice...
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Transcript of PDS The Simultaneous Renewal of School & University Defining a vision Shirley Lefever-Davis Janice...
PDS
The Simultaneous Renewal
of School & University
Defining a vision
Shirley Lefever-Davis
Janice Ewing
Wichita State University
Goodlad’s vision of Simultaneous
Renewal is the creation of a new
“institution”
Tomorrow’s Schools: Principles for the
Design of Professional Development Schools.
(Holmes Group, 1990)
Response to realization that fundamental changes in conditions of teaching and learning seldom occur outside “isolated islands of exemplary practice”.
PDSs are an attempt to “institutionalize” the development of new knowledge and practice. PDS as a center for the study of teaching and learning.
Institutionalize not HomogenizePDS is NOT a one size fits all.
However, there are common functions of successful PDS partnerships.
Four functions of a Professional Development
School
Support P-12 student learning
Prepare future educators
Support Professional Development of university and school faculty
Engage in inquiry about practice
What It Means to Be a Professional Development School (2008) A Statement by the Executive Council and Board of Directors of the National Association for Professional Development Schools
What it means to be a PDS: 9 Essentials
(What it means to be a PDS: NAPDS, 2008)
Essentials 1 through 5 establish the philosophical underpinnings for PDSs
1. A comprehensive mission that is broader in its outreach and scope than the mission of any partner and that furthers the education profession and its responsibility to advance equity within schools and, by potential extension, the broader community
2. A school–university culture committed to the preparation of future educators that embraces their active engagement in the school community
Essentials 1 through 5 establish
the philosophical underpinnings
for PDSs
3. Ongoing and reciprocal professional development for all participants guided by need
4. A shared commitment to innovative and reflective practice by all participants
5. Engagement in and public sharing of the results of deliberate investigations of practice by respective participants
Essentials 6 through 9 describe the logistical
requirements of a PDS relationship:
6. An articulation agreement developed by the respective participants delineating the roles and responsibilities of all involved.
7. A structure that allows all participants a forum for ongoing governance, reflection, and collaboration
8. Work by college/university faculty and P–12 faculty in formal roles across institutional settings
9. Dedicated and shared resources and formal rewards and recognition structures
Participant roles in a PDS reflect the work of the PDS
Principal Vice Principal
GuidanceCounselor
Secretary
Nurse
Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher
Chief Instructor(A&B Teams)
ProfessionalTeacher
Teacher
TeachingIntern
ProfessionalTeacher
Special Ed.
Teaching InternSpecial Ed.
UniversitySupervisor
A Team100 Students
Specialist TeachersArts
Media/ComputerPhysical Education
Music
AssociateTeacher
AssociateTeacher
InstructionalAide
InstructionalAide
University
B Team
Emphasis is on shared understanding and commitment to lifelong learning of all participants/stakeholders.
Kansas and NCATE definitions of PDS
NCATE Definition
“innovative institutions formed through partnerships between professional education programs and P-12 schools”
Real schools with distinct characteristics
Learning environments where individuals posses a shared responsibility for candidate and faculty development in the context of meeting P-12 student needs.
Group activity: 1. At your table skim and scan the two documents: Kansas Model
PDS Standards and the NCATE PDS Standards. 2. List the three most salient ideas/concepts from both
documents.
Kansas Definition
•Innovative institutions formed through partnerships between professional education training programs and preK-12 schools.•PDS have distinct characteristics.•Learning environments that support the training of preservice teachers, the professional development of PDS and university faculty and committed to improving student achievement.
NCATE and Kansas Standards for
Professional Development Schools
Kansas standards developed based on the work of the NCATE Standards. NCATE Standards development by a working group of universities representing a wide range of geographic regions and type of institution. Kansas Sate University was one of the institutions involved in the process.
1. Learning community
2. Accountability & quality assurance
3. Collaboration
4. Diversity and equity
5. Structures, resources, and roles
Characteristics of successful PDS collaborations
Mutual trust and respect
Mutual self-interest and common goals
Shared decision-making
Commitment from top leadership
Clear focus
Long-term commitment
Dynamic nature
Information sharing and communicationRobinson, S. & Darling-Hammond, L. (1994). Professional Development
Schools: Schools for Developing a Profession.
The Power of Collaboration
“PDS are organizations that cannot be created by either public schools or universities acting alone. The grow out of and depend upon collaboration for their very existence.”
Robinson, S. & Darling-Hammond, L. (1994). Professional Development Schools: Schools for Developing a Profession.
Citations Darling-Hammond, L., (1994). Professional Development
Schools: Schools for developing a profession. New York: Teachers College Press.
Holmes Group, (1986). Tomorrow’s teachers: A report of the Holmes Group. East Lansing, MI.
Holmes Group, (1990). Tomorrow’s schools: Principles for the design of professional development schools. East Lansing, MI.
Goodlad, J. (1990). Teachers for our nation’s schools. San Francisco: Jossey-Bass, Inc.
Teitel, L. (1992). The impact of professional development school partnerships on the preparation of teachers. Teaching Education 4 (Spring), 77-85.