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Professional Development Schools Program

Professional Development Schools Program. "There's no word in the language I revere more than 'teacher.' My heart sings when a kid refers to me as his teacher, and it always has. I've honored myself and the entire family of man by becoming a teacher." Pat Conroy, Prince of Tides.

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Professional Development Schools Program

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  1. Professional Development Schools Program "There's no word in the language I revere more than 'teacher.' My heart sings when a kid refers to me as his teacher, and it always has. I've honored myself and the entire family of man by becoming a teacher." Pat Conroy, Prince of Tides

  2. A Professional Development School (PDS) is … a collaboratively planned and implemented partnership for the academic and clinical preparation of interns and the continuous professional development of both school system and institution of higher education (IHE) faculty.

  3. Focus of the PDS Partnership • Improved student achievement through research-based teaching and learning

  4. Internship in Maryland • Over two consecutive semesters • Minimum of 100 days • Intern’s active engagement in the school community learning to teach • Intern’s experiences with students of diverse backgrounds and abilities

  5. And more… • Immersion of IHE faculty in the school (ex. SIT membership, teaching courses on-site) • Intern’s documentation of mastery of professional standards for beginning teachers in a portfolio

  6. PDS Sites 2008-2009 Baltimore County Relay Elementary Arbutus Middle Windsor Mill Middle Anne Arundel County Van Bokkelen Elementary Meade Middle Meade High

  7. Baltimore City • Baybrook Elementary • Digital Harbor High • Polytechnic High Howard County Thunder Hill Elementary Laurel Woods Elementary Mt. Hebron High

  8. PDS Standards in Maryland • Learning Community • Collaboration • Accountability • Organization, Roles, & Resources • Diversity & Equity

  9. Components of Each Standard • Teacher Preparation • Continuing Professional Development • Research & Inquiry • Student Achievement

  10. Looking Ahead to NCATE Accreditation in 2010 • Differences among groups of people and individuals based on ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and geographical area

  11. NCATE Standard • It includes the expectation that candidates have the opportunity to interact with other candidates, faculty, and P–12 students from diverse groups.

  12. From NCATE • 4a Curriculum and field experiences • Framework for understanding diversity • Not as an add-on , thoughtful integration • Clear proficiencies and assessments

  13. Do Teacher Candidates/Interns… • Show awareness of different learning styles shaped by cultural influences? • Connect lessons with students’ experiences and cultures? • Bring multiple perspectives to their teaching? • Develop classroom climate that values diversity? • Show dispositions that value fairness and the belief that all children can learn?

  14. Maryland expects that… • Interns serve at least 100 days over two consecutive semesters in a PDS • Interns demonstrate skill in working with diverse populations • PDS partners represent diverse backgrounds • PDS partners plan action research/inquiry with attention to issues of diversity • PDS partners focus on meeting the needs of diverse learners to eliminate achievement gaps

  15. IMPORTANT! • MSDE requires UMBC to have at least 5 interns in each PDS site every year – our accreditation is linked to this! • A critical question: Are Dogwood teachers willing and able to do this?

  16. What must mentors be able to do? • Possess excellent knowledge of content & pedagogy • Project professional demeanor & disposition • Be a cheerleader for the profession • Be willing & able to spend time with intern to plan jointly, model best practices, and provide supportive feedback • Be a lifelong learner & an advocate for students

  17. Action Research in Maryland • Action research is a deliberate, solution-oriented investigation that is group or personally owned and conducted. It is characterized by spiraling cycles of problem identification, systematic data collection, reflection, analysis, data-driven action taken, and finally, problem redefinition (Kemmis & McTaggart, 1982).

  18. Examples of Topics • Small group reading discussion to increase comprehension • Teaching a specific study skills strategy to 5th grade students • Learning colors with a pre-kindergarten student having difficulty • Strategies for the MSA

  19. Mentor’s Role • Support intern in identifying a classroom or school-based problem and a possible solution • Provide encouragement • Certainly greater involvement is appreciated!

  20. The Team • Principal • Site Liaison (from UMBC) • Site Coordinator • Mentors • Interns (from UMBC) • Intern Supervisors (from UMBC) • Program Coordinator (from UMBC)

  21. Strategic Planning • Usually at the end of academic year in preparation for following school year • Monthly or quarterly to address ongoing planning and PDS tasks, often with at least one other PDS site (ex. Windsor Mill Middle)

  22. Some Paperwork For BCPS Yearly plan, Memorandum of Understanding For UMBC Online reports by mentors & supervisors about progress of interns, annual evaluation document by faculty And the collection of artifacts

  23. Artifact Examples • Meeting agenda & minutes • Flyer for a school event involving interns • Lesson plan showing collaboration between intern & mentor • Handouts for a school/PDS sponsored event • School Improvement Plan showing PDS goal/activities • Sign-in sheet showing school faculty participation in UMBC event

  24. Where’s the Money? • Economic downturn has hit the university system and the PDS! • UMBC pays salary or stipend for Site Liaisons, Mentors, Site Coordinators in BCPS & BCPSS (for now), Supervisors • UMBC provides limited funding support for campus visits by school students when possible • UMBC spreads the word on cohort or course opportunities; tuition breaks may or may not be available depending on school system

  25. Support … • UMBC will try to purchase professional materials for book groups or for small scale classroom projects, esp. as related to diversity & conflict resolution • UMBC faculty members will speak at professional development sessions • UMBC students become a part of the school faculty during their internship • May be opportunities for school faculty to receive stipends for strategic planning or to speak to UMBC students in courses (or possibly teach courses)

  26. And.. • We hope school faculty will join with UMBC faculty & interns to present at annual MSDE PDS Conference in May

  27. "One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched our human feelings. The curriculum is so much necessary raw material, but warmth is the vital element for the growing plant and for the soul of the child." Carl Jung

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