Walking the Walk: School/University Collaboration in Teacher Education (original) (raw)
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Professional development schools: Cataylsts for teacher and school change
Teaching and Teacher Education, 1997
Drawing on data from questionnaires and 49 interviews with teachers and principals, the impact of involvement in Professional Development Schools on teacher professional growth and school change at seven Professional Development School sites is explored through a crosscase analysis. Each of the seven sites, four elementary and three secondary, served five or more years as a PDS site. Program results were mixed, underscoring the importance of a range of context variables to program success, including school district support, principal, staff and University faculty stability, student body composition, school and faculty size, as well as the nature of teachers' program involvement. Implications for PDS program development and research are discussed and a range of policy issues explored, including those associated with tensions between university faculty roles and PDS responsibilities.
Professional Development Schools and the Destabilization of Faculty Work
Professional development schools (PDSs) are usually viewed as school-university partnerships aimed at regeneration of teacher education and/or the reform of public schools in general. This paper examines the gap between creating a PDS structure and achieving these goals, suggesting that bridging the gap may require destabilization of both faculty identity and faculty work environments. A program of personnel preparation at the School of Education at the University of North Carolina at Chapel Hill, combined faculty members from differing backgrounds at a single campus, thus introducing the need for a new form of collaboration. While historically the School of Education faculty divided itself by specialized fields, adjustments had to be made as a result of the PDS's focus on real school problems, and faculty participating in the PDS program were encouraged to think of themselves as part of interdisciplinary teams in order to relate to the public schools' problems in a more mea...
2015
The Bradley PDS Partnership, about which we report in this article, was established in 1995 to promote academic and professional development for P-12 students, pre-professionals, practitioners, and professors. For twenty years, the partnership has been generously funded by the William T. Kemper Foundation-Commerce Bank, Trustee. In a grant proposal to the foundation, we sought additional funding to expand the number of Bradley PDS sites from four schools to eight. However, we received the same level of funding as during the previous three-year term. Around the same time, our university raised the base salary for adjunct faculty, increasing the expense of faculty course reductions—a significant portion of our PDS budget. It quickly became clear that our PDS would have to do more with less. This article describes our restructuring and strategic planning processes and explores the strengths and weaknesses of our newly restructured PDS model. We believe our experience will be useful to ...
Beyond the Professional Development School Model: The Professional Development District
1999
This paper examines the conditions of university/districtwide partnering that can aid systemic public education change. It introduces a university/school partnership known as the Triple "L" (Lifelong Learning and Leadership) Collaborative. The text details shared responsibility, shared accountability, alignment of teacher-performance standards, multiple linkages across people and programs, and relationship building. It discusses how these conditions are embedded in a professional-development district model and analyzes the effects of a development district partnership on student learning, adult learning, and institutional change. It presents the necessary conditions for school reform and outlines the goals of the Triple "L" Collaborative, which are: develop a seamless continuum of inquiry-based professional development at all levels of teacher development, promote teachers' capacity to provide leadership at their school, support research and evaluate efforts continuously, and implement and sustain redesign at both the university and the district and school-site levels. Some of the elements that are analyzed in detail are preservice preparation, a school/university full-intern program, new teacher support, an Master of Arts in education with an emphasis in teacher leadership, and linkages among adults, programs, and institutions. Three tables depict data sources and preliminary findings and summarize key
Great Expectations: Emergent Professional Development Schools
Journal of Teacher Education, 1992
Of all the reform efforts current in teacher education, the professional development school (PDS) advocated by the Holmes Group shows the greatest promise because it seeks to tie reforms in teacher education to reforms in schools themselves. This document describes how one institution of higher education (University of Utah) and one school district (Salt Lake City, Utah) have together implemented professional development schools. The report presents data on the effectiveness of the PDS program in educating novice teachers and discusses several dilemmas confronted in the evolving PDS partnership. The dilemmas that have emerged from this PDS-creating experience are: democracy versus coherence; collaboration versus academic freedom; didactic versus conceptual views on teaching and learning; replicative versus reflective orientations; program continuity versus equity in faculty loads; and basic versus applied research. Forty-two references are included.
The Teacher Educator, 2020
More than 35 years ago, John Goodlad (1984) drew national attention to our schools in his landmark research that examined different aspects of successful schools (K-12) and the various issues that prevent success in other schools. As a result, Goodlad, proposed the development of school and university partnerships that were to become Centers of Pedagogy, a more clinical setting, meant to identify issues that contribute to the failure of schools, and create solutions that lead to success. Centers of Pedagogy invited university teacher educators, classroom teachers and administrators (PK-12) to work together to create effective school settings that guide the development of teacher candidates and create opportunities for collaboration between the university with classroom teachers and administrators (PK-12) as they addressed their own professional development that would advance the school (Darling-Hammond, 2006; Goodlad, 1994; School-University Partnerships, 2016). From this new perspective of working with schools, the term Professional Development Schools (PDS) surfaced in reports by the Carnegie Forum on Education and the Economy (1986) as well as the Holmes Group (1986). Over time, various models of Professional Development Schools have developed, some more successful than others. For example, the university PDS liaison guides teacher candidates' learning within a partnership school; the importance of effective field experiences for teacher candidates is more important than ever across the nation and around the world (Darling-Hamond, 2006; Lorenz et al., 2016; Widdall et al., 2019). Yet, university liaisons should also facilitate and participate in the school's inquiry interests, which includes supporting whole-school goals as well as the educators' professional growth needs (Dana, 2017), both of which promote school improvement. We invite you to join us in considering the responses of members of our Editorial Advisory Board as they respond to the following questions designed to elicit their views on this important topic: Are Professional Development Schools (PDS) in the rearview mirror or still a promising model? What are the most effective PDS models? What are the current problems and concerns with PDS models?
1996
This study surveyed college faculty about the establishment of professional development schools (PDSs) to raise the status of teaching as a profession and transform teacher education. A total of 58 faculty attending a conference sponsored by the Holmes Group Initiative on the development and implementation of PDSs completed a survey on the problems they had encountered in establishing PDSs, strategies they had used to overcome these problems, and the benefits of engaging in these endeavors. Ten categories of problems were identified: time constraints, conflicting demands, logistics, lack of commitment, lack of shared vision, mistrust, funding, external factors, rewards, and traditions. Various strategies were used to overcome these problems. The benefits identified in the establishment of PDSs included improved teaching and learning environments, personal and professional development, enhanced research opportunities, and improved relationships. Individual problems, strategies, and benefits are discussed in light of enhancing the development of PDSs. (Contains 18 references.) (MDM)