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Enhancing Teacher Education Through Professional Development Schools at Winthrop University

Since 1993, Winthrop University has actively engaged in establishing Professional Development Schools (PDS) across 15 schools in 4 counties and 7 districts. These partnerships aim to prepare future teachers, conduct research on best practices, and enhance professional development while improving P-12 student learning. Through the support of the National Network for Educational Renewal and the South Carolina Network for Educational Renewal, we focus on accountability, collaboration, and diversity. Join us in shaping effective educators and creating meaningful educational experiences.

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Enhancing Teacher Education Through Professional Development Schools at Winthrop University

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  1. Professional Development Schools Winthrop University

  2. Since 1993… • 15 PDSs • 4 Counties • 7 School Districts

  3. N.N.E.R.National Network for Educational Renewal

  4. Twenty School-University Partnerships(43 colleges and universities and more than 600 public schools in over 100 school districts) 20

  5. The South Carolina Network for Educational Renewal:Benedict CollegeColumbia CollegeFurman UniversityUniversity of South Carolina-ColumbiaWinthrop University(and their partner P-12 schools)

  6. Purposes • Prepare teachers • Conduct inquiry about best practice • Provide opportunities for professional development • Improve P-12 learning

  7. 2002 Professional Development Schools • Cotton Belt Elementary School • Crowders Creek Complex • Lancaster High School • Lewisville Elementary School • Riverview Elementary School • Sullivan Middle School

  8. PDS National Recognition2001-2002 • NNER Conference Denver, CO • PDS Conferences Orlando, FL Baltimore, MD • AERA New Orleans, LA Chicago, IL

  9. PDS Assessment Retreat

  10. Early Questions • What are critical attributes of a professional development school? • How do we start and implement partnership activities?

  11. Current Concerns • Do professional development schools make a difference? • How?

  12. PDS Assessment System

  13. Lee Teitel’s Review of Research • Collect baseline data. • Weave assessments into use of NCATE’s PDS standards. • Report results to the PDS community and its various stakeholders.

  14. NCATE PDS Standards • Based on 18 PDS pilot sites • Field-tested for 3 years • Revision published in February 2001 • Optional accrediting process

  15. I. Learning Community • Inquiry-based • Extended learning community • Arts and Sciences, family, community

  16. II. Accountability and Quality Assurance • Assessment, evaluation, reflection, action • Public evidence • Strategies for engaging others

  17. III. Collaboration • Blurred boundaries • Shared decision-making • Parity • Celebrations

  18. IV. Diversity and Equity • Address gaps in achievement • Multicultural, global perspectives • Diverse faculty

  19. V. Structures, Resources, Roles • Governance—Arts and Sciences, family, community • Reward system • Budget lines • Communication links

  20. Developmental Levels of PDSs • Beginning • Developing • At Standard • Leading

  21. Self-assessment by school “Backwards mapping” “PRE” and “NOW” Establish a baseline. Plan assessment system for 3rd generation of PDSs. Use of NCATE PDS Standards

  22. Develop a PDS Portfolio • Ideal • Showcase • Documentation • Evaluation • Class (Gredler, 1995)

  23. Evaluation Portfolio • Provides standardized reporting format. • Priorities are pre-established. • Evaluation criteria are pre-determined.

  24. Plans for the Future • Provide more assistance with portfolio development. • Conduct program evaluation. • Share data with constituencies.

  25. Show areas of growth.

  26. Determine the extent of collaboration.

  27. Identify strong points of each PDS.

  28. Document features that have had an impact.

  29. Diagnose areas for professional development and resources.

  30. “It takes a whole village to raise a partnership.” The PDS Family

  31. Developed by: Jonatha Vare, Director, Center for Pedagogy Matt Brown, Principal, Cotton Belt Elementary Paulette Moore, Teacher, Cotton Belt Elementary Crystal Small, Graduate Assistant, Center for Pedagogy

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