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1 October 2010 Volume 6 Issue 2 PDS Partners The Official Magazine of the National Association for Professional Development Schools INSIDE THIS ISSUE: An Interns Reflection on the PDS National 2 A Message From the President Donna M. Culan, Howard County Public School System Conference Developing a Reading 3 I hope this issue of PDS Partners finds you rested and Tutoring Program for rejuvenated after the summer. Whatever the summer held Struggling Students in a for you, I hope you are now fully energized as you begin PDS School the 2010-2011 school year. The Stages of a 4 Professional Development School (PDS) Relationship At the summer meeting of the Executive Council and Board of Directors (EC/BoD) of NAPDS, the newest members of the group were welcomed and put right to work! Digital Reflective Practice 5 in the PDS Setting On behalf of the EC/BoD, I would like to again welcome Kevin Bivins, Karen Hassel, 6 and JoNancy Warren. Kevin joins the EC/BoD as the P-12 member of the Board of Editors Corner Directors, completing the term for a vacated position. Karen and JoNancy will serve Update on School- 8 as co-chairs of the Membership and Elections Committee. Each brings much to the University Partnerships: The Journal of the NAPDS association leadershipNAPDS is very fortunate to have them as members and to have them serve on the EC/BoD! The 2011 PDS National 8 Conference: An Update from the NAPDS In addition to welcoming Kevin, Karen, and JoNancy, EC/BoD addressed many issues Conference Committee at the summer meeting. The review and revision of the NAPDS by-laws is almost Prs-service Teachers 9 complete. The revised by-laws will be presented to the membership in early January as Agents of Change: Examining College so that a vote on these can be taken at the March NAPDS Business Meeting. The Readiness at the PDS branding of NAPDS was discussed and a session will be held at the PDS National Impacting Teacher 10 Conference in March for input by members on possible brands for our organization. Candidates through Please consider joining us to share your insights, ideas, and opinions as we work the Development of Communities of Practice together to determine the best and most accurate public face of NAPDS. The EC/BoD wishes you a smooth start to the new academic year.We look forward to hearing from you in this magazine, in the associations journal (School-University Partnerships), on Facebook, and through any other means. And we look forward to seeing you in March in New Orleans for the 2011 Professional Development Schools National Conference! Donna Culan is the President of the National Association for Professional Development Schools (NAPDS) and a Facilitator for the Professional Development Schools Program in the Professional and Organizational Development Division of the Howard County (Maryland) Public School System. She can be reached at [email protected]
2 An Interns Reflection on the PDS National Page 2 Conference Lorraine McGarry, Park Forest Elementary School In a typical corporate meeting Prior to attending the conference, The proactive and collaborative room, it is not uncommon to I had an infants understanding power of the PDS community find a framed poster displaying of Professional Development became most clear to me following a scenic photograph, the word Schools as physical communities my presentations on service INNOVATION, and the quote - of new and veteran teachers, learning, when I received numerous It is not the strongest of the sharing knowledge about the questions about how to fit such species that survive, nor the profession, reflecting on their learning into a daily schedule I realized that most intelligent, but the one most practice, and engaging in inquiry. and how to obtain administrator an effective PDS responsive to change. Charles However, between Dr. Brian support for non-traditional community succeeds Darwin Schultz address on Friday morning teaching. Several questions for the same reason: and subsequent presentations, came from classroom teachers it proves its regard Attempting to apply evolutionary discussions, and encounters in states where a strong focus for the voices of biology to market economics, the throughout the weekend, I began on standardization has inhibited students, new poster suggests that the success of a to see PDS as the community of educator attempts to integrate teachers, veteran business is directly connected to its ideas that my patient Professional curriculum and design project- teachers, and ability to adapt to changing market Development Associates have based learning opportunities. teacher educators conditions. In particular, it evokes been describing since I was a However, after having explored and alike, by providing the idea that human organizations prospective intern. In sharing his tried service learning with fellow opportunities for are acted on by outside forces work with students in the Chicago interns, veteran teachers, teacher dynamic, multi-way and must react to those forces in Public Schools, Dr. Schultz made educators, and administrators in communication. order to endure: it is, in essence, a point to remind us that effective the Penn State/State College Area a philosophy of competition and teachers do not give their students School District PDS, I was able to survival. This philosophy often voices but rather allow student share both my practices and my creeps into education as well, voices to be heard. As he spoke, evidence of student learning with particularly when budget cuts, I realized that an effective PDS others seeking to effect positive policy changes, and social trends community succeeds for the same change. I was able to provide loom as outside forces to which reason: it proves its regard for the concrete examples of how my educators have to react in order voices of students, new teachers, project addressed specific language to survive. It presents itself in veteran teachers, and teacher arts, mathematics, and social competition among schools, educators alike, by providing studies standards and boosted districts, and states and can, if opportunities for dynamic, multi- student engagement through left unchecked, create a culture of way communication. In this type authentic learning opportunities. fear, scarcity, and powerlessness. of collaborative community, the Although only an intern, I believe Nevertheless, I believe that there intelligence lies in the group, with that I was able to add value to a is an alternate philosophy at work dialogue about creative practices, conference-wide conversation among many educators, a belief that action research, and reflections of on service-oriented, authentic my week at the 2010 PDS National the members elevating the quality learning and to help bridge the Conference (co-sponsored by the of education for all. The educators gap from standardized teaching University of South Carolina and behind the voices in this community to Dr. Schultz model of student- NAPDS) confirmed. In speeches understand their students needs, centered learning in the Chicago and presentations by leading- recognize the shortcomings of Public Schools. edge educators, I heard stories current educational models, and of students and teachers who are support risk-taking that bridges As I collected my thoughts for proactively bridging the what the what is to the what could this reflection, I realized that these is to the what could be and be. Although these educators are concepts were neither new to me, rewriting the story that has continually impacted by outside nor reserved for a group of insiders been scripted for education. It forces, my interactions with them who attend PDS conferences. is to this latter philosophyone that week assured me that the In fact, I had heard all of this of collaboration and creative future of education is still being before, from my methods course power, rather than competition and designed and that students and instructors on their self-described survivalthat I subscribe as a new teachers are far from powerless in soapboxes, from the Professional teacher and that I hope to embody shaping it. Development Associates guiding throughout my career. me through collaboration, PDS PARTNERS
3 reflection, and inquiry, and in and powerful when I am part of Lorraine completed her internship Page 3 every reading and assignment that a learning community and that I in the Penn State University/State I have completed during my time must actively seek opportunities College Area School District as a PDS intern. However, the to collaborate with other students PDS in June 2010 and is now an conference brought these repeated and educators. In the end, while I elementary teacher in a 1st/2nd- exposures together for me in a hope to INNOVATE wherever grade multiage classroom at Park powerful and punctuating way. It I teach, I plan to do so not when Forest Elementary School in State helped me recognize that outside forced to adapt to change, but to College, PA, which is an active forces will continue to impact proactively improve education partner in the PSU/SCASD PDS. education throughout my career, for all learners. With no offense She can be reached at [email protected] but that I have the ability and intended to Darwin, I would scasd.org. responsibility to make my voice prefer the following quote on my heard and transcend the impulse classroom wall: to react and survive. Perhaps more Be the change you wish to see in importantly, I have also learned the world. Mahatma Gandhi that my voice is far more informed Developing a Reading Tutoring Program for Struggling Students in a PDS School Suzanne Horn and Amy Thornburg, Queens University of Charlotte Paul Bonner and Shavonn Perkins, Myers Park Traditional School Review of the Literature help students succeed. Khmelkov, 2001). The inability of students to read is a social justice issue. Illiteracy Framework for the PDS Setting causes students to miss out on PDS schools are teaching schools The elementary school in which information and opportunities that work toward improving the we conducted the tutoring project afforded to them upon graduation, education of pre-service teachers, on which we report here is located if they graduate. Those who cannot strengthening knowledge of in a large metropolitan area in read have hindered access to both practicing teachers, and enhancing the South Eastern United States. economic and political power teaching by serving as models The school has an enrollment (Alger, 2007). Cooter and Perkins for others (Snow & Marshall, of 713 students with 35% being The inability of (2007) call for researchers to 2002). A successful partnership African American, 2% Asian, 2% students to read is a address reading success of students functions effectively and acts in Hispanic, 3% declaring themselves social justice issue. since literacy is the gateway a collaborative manner (Marlow, multi-racial, and 58% Caucasian. Illiteracy causes to opportunity, social justice, and Kyed & Connors, 2005) respecting 24% of students are benefiting students to miss freedom(8). the partnership enough to work from free and reduced lunch. out on information across two or more organizations and opportunities There is a need for teachers to towards the same goals (Teitel, Queens University was founded afforded to them upon commit both heart and mind to 2003). in 1857 and has transformed graduation, if they improve literacy and implement from an all-womens college graduate. reading strategies in addition to Pre-service teachers in the PDS into a comprehensive university. teaching content (Alger, 2007). are more likely to work with The university offers degrees One of the challenges in teaching mentor teachers and receive in undergraduate, evening, and is to find ways to meet students feedback, structured supervision, graduate programs and has an where they are in their learning and opportunities to experiment enrollment of 2,300 undergraduate and to then help them develop and reflect (Hallinan & Khmelkov, and graduate students. their skills (Singer & Shagoury, 2001). Pre-service teachers in PDS 2005, p. 1). Allowing children settings are better prepared when Participants to pass through our schools with they leave college (Koehnecke, There were a total of 16 fifth below average literacy levels 2001); thus, the K-12 school graders who participated in the is setting students up for many receives better-prepared candidates tutoring program. Of the 16, there difficulties. With this in mind it is who are less likely to suffer were 7 males and 9 females; 15 important that we all work together from reality shock, leading to were African Americans and 1was in the community of education to lower attrition rates (Hallinan & a Caucasian student. 15 were
4 participating in the free or reduced incorporated strategies from past students increased in their ability Page 4 lunch program. education courses. One day a to answer questions after reading week, for an hour, tutors met with a specific passage. Nine of the 16 The Tutoring Program students in small groups. On a met expected growth. Fourteen out As a part of this PDS-based project, second day, students met with of 16 passed their End-of-Grade the Queens University researchers the tutor independently. During Exam. met with the principal and literacy all tutoring sessions, university facilitator at this elementary school faculty were present to mentor and Further, on the post-survey Throughout the to determine the specific needs of facilitate. After each session they students showed that they were sessions, students low performing 5th grade students. met with the tutors to debrief, share more comfortable answering were very motivated College students in an education ideas, brainstorm, teach, and plan. questions. The statements that had and excited to course were selected to become The faculty offered advice about the highest jump in ratings from participate. If a tutors and learn about how to help working with struggling students the pre- to post-test were I like to student missed a struggling readers in their future who were frustrated. The faculty read and I can easily understand session they would classrooms. stressed that motivation is essential what I read. The surveys show frequently ask the to becoming a successful reader that students really did value the university faculty The researchers, two fifth grade and tutors were provided with tutoring sessions and that these member when they teachers, and the literacy facilitator ideas to help motivate students. sessions improved their comfort could make up the planned the semester of tutoring level when reading passages. time they missed. to improve struggling students A pre and post-survey was given This is exciting reading and comprehension skills. to the students at the first tutoring Conclusion since most struggling The tutors were trained in the session and then again at the final Throughout the sessions, students students do not Question Answer Relationship session to monitor any growth were very motivated and excited want to spend time (QAR) model. This model helps in motivation or comfort level. to participate. If a student missed reading passages develop students comprehension To measure motivation, the a session they would frequently and answering skills while reading, focusing on questions from the survey included ask the university faculty member questions. how to answer specific types of statements like the following: I like when they could make up the questions (e.g., explicit versus to read, I can easily understand time they missed. This is exciting implicit questions). what I read, I know how to find since most struggling students do the answers to the questions at not want to spend time reading Pre-service teachers from the the end of the passage, etc.. The passages and answering questions. university tutored at the elementary students ranked their feelings on We were pleased that half of school under the supervision of a each topic from one to three, with the students who started behind university professor and the fifth one being the highest and three attained expected growth in their grade teachers. The materials used being the lowest. grade level. We were also pleased were passages similar to those that the majority of the students students faced on the states end- Results (14) passed their grade level of-grade testing. While focusing Upon completion of the tutoring test. Their success has opened on the QAR model, tutors also sessions, findings proved that (Continued on page 5) The Stages of a Professional Development School (PDS) Relationship Fran Greb and Amy Bembridge, Montclair State University Alison Noel-Alva, Knollwood School The script for our PDS in Montclair, NJ, and Knollwood secured a position as a first grade partnership was written over nine School in Parsippany, NJ. teacher at Knollwood. As she years ago. Some of the original became more confident in her cast has moved to other stages At the beginning of this partnership role as an educator, she began while others who had leading one of the now leading ladies, to investigate ways to further roles are now stand-ins or Allison Noel-Alva, was an hone her skills. This investigation extras. The stage remains the understudy while she completed brought her to the work of Ruth same; however, the players assume her student teaching. She attended Charney and the Responsive different roles. This theatrical p r o f e s s i o n a l d e v e l o p m e n t Classroom approach to classroom metaphor serves as a description workshops, gained confidence management which she shared of the life of a PDS relationship through experience, and profited with her university mentor who is between Montclair State University from mentoring. Allison then (Continued on page 7) PDS PARTNERS
5 (Continued from page 4) of Undergraduate Secondary Paul Bonner is the Principal of them to possible future success Education Programs at Queens Myers Park Traditional School in Page 5 in schooling when encountering University of Charlotte (NC); she Charlotte, NC; he can be reached text assignments, as they now can be reached at [email protected] at [email protected] have access to effective strategies edu. Amy Thornburg is a faculty Shavonn Perkins is a 3rd grade and find themselves at a passable member and the Coordinator teacher at Myers Park Traditional reading level. of Undergraduate Elementary School; she can be reached at Education Programs at Queens [email protected] S u z a n n e H o r n i s a f a c u l t y University of Charlotte; she can be member and the Coordinator reached at [email protected] References Alger, C.L. (2007). Engaging student teachers' hearts and minds in the struggle to address (il)literacy in content area classrooms. Journal of Adolescent & Adult Literacy, 50(8), 620-630. Cooter, Jr., R., & Perkins, J. (2007). Looking to the future with the reading teacher: 900-year-old sheep and papa na come!. Reading Teacher, 61(1), 4-7. Hallinan, M.T., & Khmelkov, V.T. (2001). Recent development in teacher education in the United States of America. Journal of Education for Teaching, 27(2), 175-185. Koehnecke, D. S. (2001). Professional development schools provide effective theory and practice. Education, 121(3), 589-592. Marlow, M. P., Kyed, S., & Connors, S. (2005). Collegiality, collaboration and kuleana: Complexity in a professional development school. Education, 125(4), 557-568. Snow, J., & Marshall, J.D. (2002). The more things change ... Re-discovering stubbornness and persistence in school- university collaborations. Curriculum Studies, 34(4), 481--494. Singer, J., & Shagoury, R. (2005). Stirring up justice: Adolescents reading, writing, and changing the world. Journal of Adolescent & Adult Literacy, 49(4), 318-339. Teitel, L. (2003). The professional development schools handbook: Starting, sustaining, and assessing partnerships that improve student learning. Thousand Oaks, CA: Corwin Press. Digital Reflective Practice in the PDS Setting Gary Willhite and Rita Chen, University of Wisconsin-La Crosse Deborah Markos, Logan High School Digital storytelling, Digital storytelling, through the a week for 2.5 hours and meet for considered simultaneously. through the lens of lens of reflective practice, has had class on site on Thursdaysoften reflective practice, a positive yet challenging impact the secondary grades faculty co- Reflective practice, on the other has had a positive yet on our Professional Development teach with the university instructor. hand, rests on the belief that a challenging impact School (PDS) teacher candidates. As university instructors we chose teacher should be more than a on our Professional Positive in the sense of true to work collaboratively on this technician. A reflective practitioner Development School reflective practice demonstrated. project to prod our students into is a teacher who moves beyond (PDS) teacher Challenging for the PDS teacher moving beyond reflection to rigid or impulsive approaches to candidates. Positive candidate as reflective practice reflective practice. classroom situations, considering in the sense of true requires accountability and new ways of framing a problem reflective practice change. Historically John Dewey (1933) is to arrive at new solutions to that demonstrated. acknowledged as a key originator problem (Jay & Johnson, 2002; Challenging for Our experiences and research are of the concept of reflection. Schn, 1983). Reflection is more the PDS teacher based in two very different PDS Dewey considered reflection to than thinking about a problem; candidate as reflective settings that are both identified be a special form of problem- reflection is about recognizing, p r a c t i c e re q u i re s as Field Experience I with each solving thinking to resolve an analyzing, and solving problems accountability and averaging 24 students per semester. issue. His basic ideas are seminal (Danielson, 2008). Reflective change. Site one is a K-5 elementary school and indicate that reflection may be practice is complex, and many with a reading emphasis. Teacher seen as an active and deliberative who write about reflectivity resist candidates meet each day on cognitive process. Dewey implies reducing reflection to a set of site for class and then tutor in that two distinct components are techniques (Jay & Johnson, 2002; reading for an hour. Site two is a involved in reflective thinking: the Larrivee, 2000). 9-12 secondary school in which process and the content. In order teacher candidates are placed in all to have a better understanding Schn (1983) describes the process disciplines with a general methods about teachers reflective thoughts, of reflection as a three-stage cycle. emphasis. Teacher candidates are both the process and the content At the first stage, reflection-for- expected to be in the field 4 days of reflective thinking must be action, the teacher takes into
6 Page 6 account student needs, content, (Freidus & Hlubinka, 2002).As (Robin, 2008). and the strategies to be used by a meaningful practice, digital planning instruction. At the next storytelling can be viewed within The project on which we report stage, reflection-in-action, the the context of new technologies in this article, conducted over While this teacher responds to the immediate and their meaningfulness to young the past four semesters, has been yielded interesting situation, modifying approaches people (Robin, 2008). The most enlightening for all of us. At first, information, it was and drawing upon prior knowledge popular technologies for young we asked the teacher candidates more of the typical and techniques to create a people tend to be those that require to reflect on their experiences I felt messages functioning learning situation. The user contributed content or social in the field. While this yielded of reflection with third stage is reflection-on-action, mediatechnology that the user can interesting information, it was more little depth or in which the teacher analyzes manipulate and customize. Within of the typical I felt messages of understanding of successes and problems and what this context, digital storytelling has reflection with little depth or what they should these imply for future practice. In emerged as a classroom practice to understanding of what they should do while and after this way, the teacher cycles back create personalized stories using do while and after reflecting. We reflecting. We then to reflection-for-action with new technologies that are attractive then took a diverse approach to took a diverse knowledge to repeat the cycle. to students, while providing the assignment. The elementary a p p ro a c h t o t h e In other words, the reflective benefits to student learning (Robin, PDS focused on reflective practice assignment. The practitioner encounters a situation 2008). as related to reading skills and elementary PDS that stimulates the practitioner to strategies learned and tried in the focused on reflective view the situation in a new way, in One common method of digital field experience. The secondary practice as related a new frame (Schn, 1983). This storytelling consists of a series of PDS focused on reflective practice to reading skills and reframing of a problem stimulates still images with narration (Bull & as related to the use of Web 2.0 as strategies learned a new course of action. Finally, Kayder, 2004). Digital storytelling an effective teaching strategy. and tried in the the course of action is taken and can also take the form of narration field experience. evaluated for future practice. This accompanying a live-action video This past academic year, we The secondary PDS is the direction we anticipated (Valkanova & Watts, 2007). The modeled and discussed reflective focused on reflective our teacher candidates moving in content of a digital story can also practice with the teacher practice as related to with digital storytelling or digital be quite diverse. Digital stories candidates at each site. We hope the use of Web 2.0 as reflective practice. can be used to inform/instruct or this reflective practice helps our an effective teaching examine historical events (Robin, teacher candidates construct their strategy. Digital storytelling is a term that is 2008; Sadik, 2008). Digital stories professional identities as teachers ambiguous, but generally involves can also be used to tell a personal through creating and crafting their the combination of storytelling and story or personal reflectionthis multimedia tales. We documented the usage of digital technology is perhaps their most common use their professional growth and Editors Corner Kristien Zenkov, George Mason University James Harmon, Euclid High School Athene Bell, Manassas City School District Since the 2010 PDS National Conference in Orlando, about 60 members of the National Association for Professional Development Schools (NAPDS) have been involved in face-to-face and on-line conversations about the future of PDS Partners. This committee has included representatives from almost thirty states, universities, and schools, representing more than two dozen PDS partnerships. In these discussions, we have assumed that the magazine would grow, but we have also been very conscious of expanding the ways that PDS Partners serves NAPDS constituents and everyone involved with PDS work. Ideas have included regular columns by interns, mentor teachers, and university supervisors; a Dear Abby-type column through which PDS challenges might be addressed by a range of constituents; and offering the magazine as a benefit of institutional (rather than only individual) memberships so that entire partnerships might gain from its content. At the July 2010 meeting of the Executive Committee and Board of Directors of NAPDS, Kristien reported the results of these initial conversations, and by the next PDS National Conference (New Orleans, Mar. 10th-13th, 2011) this committee will have concluded its work and will make recommendations about the direction and future contents of the magazine. We invite all readers to suggest ways that the magazine might better serve all PDS constituentsfrom interns to P-12 studentsby contacting us. Kristien is Associate Professor of Education at George Mason University (Fairfax, VA) and serves as the University Facilitator for the colleges PDS partnership with Robinson Secondary School, South Lakes High School, and Hughes Middle Schools; he can be reached at [email protected] Athene is a literacy specialist for the Manassas (VA) City Schools, a doctoral student in education at George Mason, and supports the Mason partnerships with her district; she can be reached at [email protected] Jim is an English teacher at Euclid (OH) High School, a veteran mentor teacher for the Cleveland State University/MUST Program PDS, and an adjunct at Baldwin-Wallace College; he can be reached at [email protected] PDS PARTNERS
7 pedagogical competencies reflective practice through digital Elementary PDS Liaison at represented in this semiotic media, we will continue to explore the University of Wisconsin-La Page 7 transformation. The result has the increased awareness of what Crosse; he can be reached at been on target and rewarding. reflective practice is and how it [email protected] Rita Constructing their digital stories impacts ones teaching. Chen serves as an Eagle Bluffs gave the teacher candidates a Elementary PDS Liaison at the voice and a space to redefine their G a r y Wi l l h i t e i s A s s o c i a t e University of Wisconsin-La Crosse. powers and limits and rewrite all Professor, serves as the Director Deborah Markos is an Associate the rules (Lundby, 2008, p. 6) in of the Master of Education Principal at Logan High School; their PDS experience. Through in Professional Development she can be reached at [email protected] modeling and direct teaching of program, and is an Eagle Bluffs lacrosseschools.org. References Bull, G. & Kajder, S.(2004).Digital storytelling in the language arts classroom. Learning & Leading with Technology, 32(4), 46-49. Cruikshank, D.R. (1987). Reflective teaching. Reston, VA: Association of Teacher Educators. Dewey, J. (1933). How we think: A statement of the relation of reflective thinking to the educative process. Boston: D.C. Heath & Co. Freidus, N. & Hlubinka, M.(2002).Digital storytelling for reflective practice in communities of learners. ACM SIGGROUP Bulletin, 23(2), 24-26. Jay, J.K. & Johnson, K.L.(2002).Capturing complexity: A typology of reflective practice for teacher education. Teaching and Teacher Education, 18, 73-85. Larrivee, B.(2000).Transforming teaching practice: Becoming the critically reflective teacher. Reflective Practice, 1(3), 293-307. Lundby, K. (2008). Introduction: Digital storytelling, mediatized stories. In K. Lundby (Ed.), Digital Storytelling, mediatized stories: Self-representation in new media (pp.1-17). New York: Peter Lang. Robin, B.R.(2008).Digital storytelling: A powerful technology tool for the 21st century classroom. Theory Into Practice, 47, 220-228. Sadik, A.(2008).Digital storytelling: A meaningful technology-integrated approach for engaged student learning. Education Technology Research Development, 56, 487-506. Schn, D.A.(1983).The reflective practitioner: How professionals think in action. New York: Basic Books. Tom, A.R. (1985). Inquiring into inquiry-oriented teacher education. Journal of Teacher Education, 36(5), 35-44. Valkanova, Y. & Watts, M.(2007).Digital story telling in a science classroom: Reflective self-learning (RSL) in action. Early Child Development and Care, 177, 793-807. As the teachers became experts in various teaching The Stages of a Professional Development School (PDS) techniques they shared this information at Relationship (Continued from page 4) local theaters and took it on the road nationally. After years of touring also the PDS Liaison to Knollwood leadership role of the study group Fran Greb is an Associate Professor some of the actors School. The Liaison shared this and is facilitating research on the at Montclair State University in were ready to assume information with the school and power of teacher language. The Montclair, NJ. She can be reached supporting roles. Now, due to great interest a study group staff is embracing the work and at [email protected] Allison assumed the was formed. The study group, attending monthly lunch-and-learn Alison Noel-Alva is a teacher at leadership role of the facilitated by seasoned Knollwood sessions. Plans are in place for Knollwood Elementary School. study group and is teachers and the Liaison, continued continuation of this community of She can be reached at [email protected] facilitating research to learn how to improve their learners facilitated by Allison, one gmail.com. Amy Bembridge is a on the power of teacher teaching through a Responsive of our former student teachers. graduate student in education at language. The staff is Contact:lens. Classroom Montclair State University. She embracing the work Our PDS is constantly changing can be reached at [email protected] and attending monthly As the teachers became experts and actors move from stand- mail.montclair.edu lunch-and-learn in various teaching techniques, ins, to leading people, to sessions. Plans are in they shared this information at members of the audience. This place for continuation local theaters and took it on metaphor describes the show of this community of the road nationally. After years that is constantly developing in our learners facilitated of touring some of the actors collaborative and adaptive school/ by Allison, one of were ready to assume supporting university partnership. our former student roles. Now, Allison assumed the teachers.
8 Page 8 Update on School-University Partnerships: The Journal of the National Association for Professional Development Schools (NAPDS) Pam Campbell, University of Nevada, Las Vegas Eva White, Clark County School District, Nevada We are honored to serve NAPDS consisting of one member from a The first issue for which we as Senior Co-Editors of School- university/college setting and one have had responsibility is with University Partnerships: The from the partnering P-12 setting the publisher and we are in the Journal of the National Association for a total of 20 Associate Editors. process of finalizing the second. for Professional Development We also now have more than 60 We encourage you to submit Schools. Thank you to the people who have agreed to serve manuscripts that represent both NAPDS Board of Directors and as Reviewers, giving of their time university and school-based the Executive Board for their to provide valuable feedback on research and practice and, in support during this past year. In your research. A concerted effort particular, provide evidence of the particular, we are most grateful is being put forth to match the effectiveness of our PDS. for the generous encouragement content of the manuscripts that and professional expertise of our are submitted to the expertise of Pam Campbell is an Associate predecessor, Roger Brindley. the journals Associate Editors Professor at the University of and Reviewers, while maintaining Nevada, Las Vegas; she can As Co-Editors, we are committed the mission of the journal to be reached at [email protected] to representing the voices and represent both college/university nevada.edu. Eva White is an vision of both university and and P-12 voices in the process. Academic Manager with the Clark school-based educators who Thus, authors can be confident that County School District in Nevada; are engaged in Professional their submissions will be reviewed she can be reached at [email protected] Development Schools. During both by college/university and interact.ccsd.net. the past 12 months, we have P-12 partners. added five Associate Editor Teams The 2011 PDS National Conference: An Update from the NAPDS Conference Committee Bruce Field, University of South Carolina The Planning Team for the 2011 PDS The five conference strands are: that have gone above and beyond National Conference (March 10th- the call in support of the conference 13th in New Orleans, Louisiana) is Engaging Faculty and by naming annual recipients of the busy putting together the schedule Administrators in a PDS Spirit of Partnership Award. and program for the event. The last Identifying Funding and Other The five recipients of the award dozen years of conference dialogue Resources have been the University of have enriched our understanding Succeeding in a Challenging Central Florida, East Stroudsburg of the difficulties embedded in Political Climate University, Towson University, crafting and sustaining successful Designing Successful High Salisbury University, and the PDS collaborations, and so for School and Middle School University of Nevada at Las Vegas. 2011 we will be inviting PDS PDSs We look forward to naming the practitioners to share the strategies The Special Challenges of 2011 award recipient and to seeing they have designed to meet and Rural and Urban PDSs all of you in New Orleans! overcome those challenges. While we recognize that there While most of the planning for the Bruce E. Field is a former president are numerous such challenges, annual conference takes place at of NAPDS and currently serves as the Conference Planning Team the University of South Carolina, the Executive Director of School- has identified five strands and the faculty and staff at USC greatly University Partnerships and encourages individuals and teams appreciate the work of colleagues Clinical Experiences in the College of PDS partners to offer conference throughout the nation in helping of Education at the University of attendees practical suggestions, us orchestrate the event. As you South Carolina; he can be reached based on their own personal perhaps know, since 2006 the at [email protected] and collective experiences, for Conference Planning Team has overcoming these specific hurdles. recognized specific institutions PDS PARTNERS
9 Pre-service Teachers as Agents of Change: Page 9 Examining College Readiness at the PDS Martin J. Ward and Sherry L. Simmons, Texas A&M-Corpus Christi Delia M. McLerran, Roy Miller High School University pre-service teachers to develop individual PowerPoint discussion. Pre-service teachers are invited participants in the presentations that encouraged grades for this project assignment commitment to make Roy Miller MHS students to pursue a college were based upon their papers and High School in Corpus Christi, degree and possibly consider a the group presentation. Texas the best it can be. The school- career in teaching. In addition, the university partnership between pre-service teachers were asked What would you do to better Miller High School (MHS) and to observe and gather information prepare MHS students for college? Texas A&M University-Corpus about how students at MHS were In their pursuit to answer this Christi (TAMU-CC) is in its being prepared for a successful question posed through the college 12th year. This partnership lends experience in higher education. readiness project, Sherry Simmons itself to the innovative efforts of and her fellow pre-service teachers MHS faculty and administration Early in the semester, Delia led became active agents of change However, when she in preparing their graduates a seminar with the pre-service at MHS. Sherry reported, A began to write her for success as future college teachers that introduced the topic whirlwind of ideas quickly filled my paper, she realized students. of college readiness at MHS head regarding my own personal that her focus had and identified unique challenges beliefs about education reform been on college College attendance is one of faced by many MHS students and my sometimes frustrating p re p a r a t i o n f o r several viable options upon concerning a college-bound future. college experience. I immediately the typical high graduation for most high school She emphasized rigor, relevance, began to reflect on what could school student, students across our nation. For relationships and reflection as have been done to better prepare not the students of many MHS students, however, the Four Rs that establish the myself for college. Additionally, MHS. Consequently, going to college seems to be foundation in the schools quest I started to recall ideas and she began to only a remote possibility. As to better prepare its students for methods that have been discussed spend more time with other urban, high-poverty, college. Additionally, Marty by my knowledgeable professors making meaningful predominantly minority high equipped pre-service teachers pertaining to this topic. observations in her schools, most MHS students with topically relevant readings clinical classrooms, parents are not college-educated. from selected resources. In the weeks that followed, Sherry including the In a survey of MHS students, only spent many hours scouring through newly initiated 19 of 221 reported that their fathers The MHS College Readiness her class notes, personal books, Advancement had earned a college degree while Project was a two-part assignment. articles, online resources, the Vi a I n d i v i d u a l only 22 of 241 students reported Each pre-service teacher was library database, and interviewing Determination that their mothers had graduated required to compose an individual several colleagues. However, (AVID) classes for from college. Furthermore, 106 of paper that connected happenings when she began to write her MHS freshmen and the fathers and 104 of the mothers at MHS with the topic of college paper, she realized that her focus s o p h o m o re s . S h e of the surveyed MHS students did readiness. Outside research was had been on college preparation also interviewed two not complete high school. The necessary and at least three journal for the typical high school MHS counselors and MHS students whose parents did references were required for the student, not the students of several students. not attend college were three times completed paper. Interviews with MHS. Consequently, she began Thus, she was able more likely not to pursue a college school administration, faculty and to spend more time making to narrow her scope degree than the students whose students were encouraged. Marty meaningful observations in her and construct ideas parents did attend college (Ward, provided feedback to the pre- clinical classrooms, including the that would be most et al., 2004). service teachers on preliminary newly initiated Advancement Via beneficial to the drafts of their papers. The finished Individual Determination (AVID) students of MHS. Recently, MHS Principal Delia papers were submitted to Delia and classes for MHS freshmen and McLerran and Texas A&M shared with other interested faculty sophomores. She also interviewed University site professor Marty and administration. two MHS counselors and several Ward collaborated to pioneer an students. Thus, she was able to assignment for the pre-service The project culminated with multi- narrow her scope and construct teachers that would enhance media presentations involving ideas that would be most beneficial their professional development groups of three to five pre-service to the students of MHS. at MHS, as well as the college teachers to Delia, Marty and other readiness efforts of the school. To MHS faculty/administration. The The process of collaborating with launch this project, TAMU-CC 15-20 minute presentations were other pre-service teachers proved pre-service teachers were required followed by an informal panel both energizing and challenging.
10 Page 10 Accepting others viewpoints, training to agents of change. The my belief that I could be an agent personalities and methods required project allowed the pre-service of change was renewed. open-mindedness, patience and teachers to reflect upon and evaluate perseverance on the part of each the overall academic program at Martin J. Ward is Professor of group member. The result was a MHS in terms of its effectiveness Education, Chair of the Department fresh, meaningful perspective on in preparing students for college, of Teacher Education at Texas college readiness at MHS. Delia as well as specific endeavors such A&M University-Corpus Christi, and the other MHS faculty and as the AVID course. Faculty and and the Site Professor at Miller administration who participated administration members were High School; he can be reached at in the multi-media presentations equipped with thoughtful insights [email protected] Delia took notes, asked questions, and regarding their existing programs M. McLerran is the Principal of were enthusiastically engaged. and fresh ideas to consider in Roy Miller High School in Corpus Sherry and her group members their continuous journey to Christi, Texas; she can be reached were left with a sense of pride better prepare MHS students for at [email protected] L. and encouragement as future higher educational opportunities. Simmons is a former pre-service educators. For some pre-service teachers, teacher at Miller High School and this project had a profound and Texas A&M University-Corpus The MHS College Readiness inspiring effect. In Sherrys words, Christi; she can be reached at Project elevated the university My passion for improving student [email protected] pre-service teachers from guests in achievement was intensified and References Ward, M.J., Linton, T.H., Wells, T.J., & Cunningham, J. (2004 Yearbook). Pre-service teacher influence upon high school student interest in becoming teachers. In B. Griffith & S. Arnold (Eds.), Education 2004: No Student Left Behind. Texas A&M University- Corpus Christi: Center for Educational Development, Evaluation, and Research (CEDER). (ISBN No. 0-9718442-2-4). It has become Impacting Teacher Candidates through the clear that in order to turn around low performing Development of Communities of Practice Christine Sherretz, University of Louisville Liaison school principals Dewey Hensley, J.B. Atkinson Academy for Excellence in Teaching and Learning must leverage J. B. Atkinson Academy for achievement to become systemic professional development needs professional Excellence in Teaching and and permanent, the principal and evaluate new and seasoned development to affect Learning is beginning its 4th must retain the teachers who programs and practices. student achievement. semester as a Professional have experienced that relevant In order for that Development School. As we reflect professional growth. To foster this This learning community positively professional back on where we have been and growth and teacher retention the impacts teacher candidates at development and the where will still need to go, one principal must collaborate with our PDS. Teacher candidates resulting improved key component of the partnership partners to provide access to cutting and the university liaison begin student achievement that has resonated in our thinking edge, research-based practices and each semester by attending all to become systemic is the importance of developing create a sense of significance of the professional development and permanent, a community of practice through in each teacher. By utilizing the activities attended by their mentor the principal professional learning communities knowledge of the university we teachers at the PDS. This builds m u s t re t a i n t h e that include teachers, staff, can help ensure our professional an immediate sense of community teachers who have administration, university faculty, development experiences are and collaboration. Additionally, experienced that and teacher candidates. relevant, innovative and important. our teacher candidates participate relevant professional By having teachers collaborate in weekly faculty meetings, weekly growth. It has become clear that in order with university students, university professional development led by to turn around low performing teachers, and community teacher leaders at the school, grade school principals must leverage members, we can build that sense level professional development, professional development to affect of significance and relevance. and in-services and training by student achievement. In order for Such partnerships are conducive the literacy coach. Participation in that professional development and to classroom and school-wide these activities connects the teacher the resulting improved student research projects that can identify candidates to the school and grade PDS PARTNERS
11 level learning communities. The the academic, emotional, and differentiation, and larger gains in inclusion of the teacher candidates physical needs of the students reading and writing. It has even Page 11 in professional development in the PDS. The professional helped to change the culture and prepares them for the immediate learning community allows the dialogue between teachers and curricular and instructional everyone the ability to accurately faculty in the school, thus leading activities being implemented in and effectively review and analyze to greater teacher retention. The the school. The partnership has those specific student needs. success is also evident in the high enabled teacher candidates to be Second, relationships between percentage of student teachers involved in authentic teaching university faculty and staff and from the PDS who have been hired. opportunities with qualified teachers and staff at the PDS have After the first semester of having teachers in a supportive, research- to be established and maintained. student teachers, six of the seven based field site. Teachers at the For example, teachers and faculty student teachers received jobs, all PDS are provided with professional members must be allowed to four of the December graduates development opportunities that plan together collaboratively, and received teaching positions in First, at the core of will continue to push them to time for meetings and research the area, and eight out of nine of any PDS should be further excellence in teaching, should be valued and allowed our spring 2010 graduates were the needs of students. and research and innovative in the schedule of all parties. offered early hire contracts by the Utilizing the skills and teaching strategies and projects Third, strong leadership from the local school district. This PDS resources of university are underway that focus on student principal and the university has to is now gaining a reputation in faculty and students, achievement. One student teacher be provided to sustain the PDS. the community as being a field offering professional noted in an interview, There are The principal must encourage site that nurtures and trains the development tons of support systems. There are teachers to become involved and best teachers. We believe this is opportunities to many professional development take risks. Additionally, leadership due to the strong emphasis on a teachers, and actively opportunities. Everyone is willing at the university must support professional learning community engaging in research to share the wealth of knowledge faculty in their work at the PDS. that builds a sense of significance are all done with the they have. I get immediate feedback This includes viewing faculty for all partners. overarching idea of and positive instruction. work at the PDS as a legitimate meeting the academic, and recognized commitment of Christine Sherretz is a PDS Liaison emotional, and While developing and fostering time and supporting the PDS and an instructor in the Department physical needs of the this learning community, the key financially. of Teaching and Learning in students in the PDS. players in our PDS have learned the College of Education and some valuable insights. First, at the Our PDS has had a great impact Development at the University core of any PDS should be the needs on all partners because of the of Louisville (KY); she can be of students. Utilizing the skills and professional learning community reached at [email protected] resources of university faculty and that has been fostered. Teacher louisville.edu. Dewey Hensley is students, offering professional efficacy and student achievement Principal of J.B. Atkinson Academy development opportunities to have improved. The partnership for Excellence in Teaching and teachers, and actively engaging has opened doorways to everything Learning in Louisville; he can in research are all done with from best and even better be reached at [email protected] the overarching idea of meeting practices, teachers as leaders, jefferson.kyschools.us. School-University Partnerships Submission Dr. Pam Campbell & Dr. Eva White, Co-Editors School-University Partnerships University of Nevada, Las Vegas Manuscript Submission 4505 Maryland Parkway Guidelines Box 453014 can be found at Las Vegas, NV 89154-3014 www.napds.org [email protected]
12 NonProfit Page 12 Organization U.S. Postage PAID Permit #766 Columbia, SC NAPDS College of Education University of South Carolina Wardlaw 252 Columbia, SC 29208 Phone: 8037771515 Fax: 8037773035 Email: [email protected] www.napds.org 2011 PDS National Conference March 10-13, 2011 New Orleans, LA Weathering the Storm: Meeting the Challenges of Professional Development Schools PDS PARTNERSLoad More