Professional Development School
PDS LINKS Purpose
Since the early 1980's, there has been a strong call nationally for change in education at all levels. The Teachers College at Emporia State University has long been an advocate for change and an initiator of change. The addition of Professional Development Schools (PDS) in conjunction with Emporia USD 253 and Olathe USD 233, provides ESU's novice teachers the opportunity to study their profession in a school setting where university and school faculty collaborate and the administrative structure encourages professional development and empowerment of all participants.
Although the main purpose of the PDS is to provide a unique setting for the education of students and the preparation of new teachers, the PDS environment has so much more to offer. It allows for the development of innovative teaching practices as university faculty and classroom teachers collaborate on new methods and approaches to instruction. It provides university faculty with an opportunity to conduct research, and field test and disseminate educational innovations. Finally, it provides inservice opportunities and practice for the participating school district.
Professional Development School Model
Key Features:
The Emporia State University Professional
Development School Model is a collaborative,
100% field-based, year-long, clinical school experience for seniors from ESU's
Teachers College. Designed, implemented and evaluated by school district
and college personnel, the outcomes-based program strongly reflects three components
of The Teachers College's teacher education program which include the basic
tenets that a professional educator is a Critical Thinker, Creative Planner,
and an Effective Practitioner.
Elementary Proposal
Mission Statement of The Teachers College
The purpose of The Teachers College of Emporia State
University is to develop skilled practitioners who
are prepared with essential knowledge and applications
in their fields of specialty. Students' learning reflects historical
and contemporary knowledge, research, theory, experience, and practice which
meets the academic, personal, and social needs of their clientele. Professional
programs are carefully designed to reflect the current knowledge base, including
existing and envisioned practices in constituent institutions, and clearly
delineated models. Curricular coherence is strengthened through faculty
study and dialogue on purpose, course content, and intended student-learning
outcomes.
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GOALS for Student Learning:
an ability to adapt to changing circumstances and take the lead
in being change agents. Students who posses the above-mentioned
abilities will be effective practitioners, critical thinkers, and
creative planners.The Teachers College Definition of a Professional
A
Critical Thinker, A Creative Planner, An Effective
Practitioner
As part of the process of preparing for our last
self study and for the visit by the evaluation
team from NCATE, members of the faculty of The
Teachers College and colleagues from other disciplines
met together several times to create a definition
of the term professional as it is used in The Teachers
College and to develop a visual paradigm to describe
the interactive elements.
The outer circle represents the full development
of the "well rounded" professional. The
four overlappng circles inside of that circle represent
the four major elements contribute to the development
of a professional. At the bottom or the base
is the circle which represents the firm foundation
of general studies which is so critical to the further
development of the student. Without the strong
base of general knowledge and ability it is impossible
for a student to continue professional development. In
the middle (and resting upon the base) are circles
representing two concepts of equal importance. The
student must build competence in the specialized
subject matter (content studies) of his/her discipline
or field and must also become competent in the application
(professional studies) of the content related to
the practice of the specialty. These two circles
overlap to show the important integration of knowledge
about pedagogy and/or application with knowledge
in the specialty area. The circle
at the top of the design represents that set of experiences
referred to as clinical experiences which connotes
experiences such as observation, simulated and actual
application, and practice by the candidate in field
settings. It, too, overlaps with other
circles to show that the candidate must be able to
apply and integrate the other three elements in the
practical application phase of each program (observation,
practicum, student teaching, internship,etc).
PDS Assessments
I. Assessment of Interns (First
Semester)
A. Formative
1. Student
Teacher Checklist
2. Lesson
Planning Evaluation
a. Reflection
of Lesson (no forms)
3. Weekly
Evaluation/Discussion Planner
a. Periodic
Summary Evaluations
B. Summative
1. Recommendation
for Student Teaching
II. Assessment of Interns (Second Semester)
A. Formative
1. Self
Rating Scales (3)
2. Weekly
Lesson Evaluation
3. How
Grades Are Assigned
4. Mid-term
Evaluation
a. Mentor
Form
b. University
Supervisor Form
B. Summative
1. Thematic
Unit Evaluation
2. Documentation
of Participation in Parent-Teacher Conferences
3. How
Grades Are Assigned
4. Final
Evaluation
a. Mentor
Form
b. University
Supervisor Form
5. Portfolio
Evaluation (see rubric on page)
6. PRT
Book (See checklist)
III. Program Assessments
A. Mid-Year
B. End of Year
Expectation for Professional Development School Mentor Teachers
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-TeachingPDS Coordinator's Responsibility
Communication - displays effective listening and comprehension skills
A PDS Coordinator will:
Clearly communicate program goals and objectives for the PDS to mentor teachers
and building and district administrators.
Clearly communicate PDS goals, objectives, and policies to interns.
Clearly communicate timelines for required observations, presentations, etc.
to interns.
Organization - displays effective organization skills
A PDS Coordinator will:
Effectively coordinate the ESU Teacher Education Program outcomes.
Effectively coordinate university faculty presentation schedules for interns.
Effectively coordinate additional learning opportunities for interns.
Supervision - displays effective supervision skills
A PDS Coordinator will:
Observe and supervise interns during the first semester.
Observe and supervise interns during the student teaching semester, providing
student teaching assessment and documentation.
Conferencing - displays effective conferencing skills
A PDS coordinator will:
Conduct conferences with interns and mentors on a regular basis.
Work effectively one-on-one to answer questions about individual interns and/or
PDS goals/objectives.
Participating Agencies and School Sites
The Teachers College - Emporia State University
Olathe USD 233
Emporia USD 253
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Other Buildings of Interest to Interns:
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Individual Participants
At each PDS site, on-site coordinators organize instructional
activities, conference regularly with interns (individually
and as a group) and collaborate with mentors, principals
and district personnel. Each coordinator
is also the primary university supervisor for the
intern's teaching experiences.
Six to ten highly trained mentor teachers at each
site work closely with the interns to initiate them
into all aspects of the teaching profession from
meetings and classroom preparation the week prior
to the opening of school through the establishment
of classroom rules, procedures, and routines, to
the planning, teaching, and evaluating of lessons. The
interns also get experience with parent conferences
and all-school functions.
Thirty ESU seniors are chosen to be interns following a selection process that includes formal written application and personal interviews. The interns work long hours as they participate daily in classrooms alongside their mentors. Interns also attend on-site seminars designed to provide needed background related to the art and science of teaching.
Collaborative teachers at each site work with the interns to develop long range curriculum units that incorporate specialty areas such as physical education, music, art, counseling and using the media center. In addition, the interns spend time observing the collaborative teachers working with children in their specialty areas.
Olathe Second Semester Expectations
Interns will be involved in observations other than their PDS sites during the first two weeks back from Christmas Break. They will be back in the classroom by the third week in January.
A proposed schedule for interns who will be with
a mentor for the entire semester might look like
this--
Week 1 Observation, correcting papers,
lunch count, etc.
Week 2-3 Assume responsibility for 1 class--intern will keep
this for most of the semester.
Week 3-5 Assume responsibility for 1 or 2 classes
Week 6-8 Assume responsibility for 2 or 3 more classes
The rate at which the interns will pick up the classes will vary a bit. The intern is expected to do full time student teaching for a minimum of three weeks, more likely 4-6 weeks. (For interns on split placement this becomes more like 2-3 week setting).
During these first 8 weeks the mentor should always be present during the intern's teaching. The mentor will conference weekly with the intern and formally evaluate at least one lesson per week.
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For an intern with a split placement, this time frame must be halved and then repeated. Typically in an 8 week placement, the intern teachers full time for 2 weeks in each setting.
LESSON PLAN REQUIREMENTS:
The first week that the intern begins teaching a new subject the mentor and
coordinator should expect full-blown lesson plans. As the intern demonstrates
mastery of the content and teaching/learning process, the lesson plan can
be written in a shortened form... but must always include the objective,
teaching.learning activities, materials, and assessment.
The mentor should have the right to expect that lesson plans are submitted ahead of time..i.e., the Thursday or Friday of the week before they are to be taught. Review the plans with the intern about possible areas that need additional thought--active pupil participation, higher order question, management concerns, etc.
PDS Coordinators will be doing at least five formal observations total during the student teaching semester.
PRINCIPAL RESPONSIBILITIES
1. Assist in the selection of mentor teachers
2. Assist the coordinator by helping to clarify expectations for the Professional Development School with mentor teachers, staff, parents, and interns
3. Interpret school culture and expectations for the coordinator and interns
4.Observe interns as requested and provide feedback
5.Teach interns in areas of the principals expertise
6. Serve as a liaison with central office staff
7. Assist in presentations about the PDS as requested to a variety of audiences
REQUIREMENTS AND EXPECTATIONS OF INTERNS
The school year begins with the orientation meeting the day before the district's scheduled pre-service day for new teachers. Interns attend all of the new teacher inservice days as well as all district inservice days for faculty. Interns follow the district calendar with respect to vacation days, winter break, and spring break. The school year ends with the last day of classes at ESU.
Interns are in their assigned buildings for the full day expected of all faculty, except for when they are attending required classes, seminars, and/or meetings. That day typically begins no later than 8:00 a.m. and ends at 4:00 p.m., except on days when after school seminars, faculty meetings, or building inservice are scheduled. The day then generally lasts until 5:00 or 5:15 p.m.
In general, interns may negotiate with their mentors
for a one-hour block of time each week to be used
for study, planning, or other appropriate activities.
This personal study time is spent at the PDS site
unless some other arrangement for a particular purpose
is discussed with the mentor and the PDS coordinator.
Interns sign a contract of guidelines at the beginning of the PDS experience. (See attached)
Interns are encouraged to enter into the activities of the school as much as their schedule permits. They are to attend faculty and building inservice meeting. They are encouraged, but not required, to attend a PTO meeting. If they are involved in a grade-level performance, they are expected to fulfill their duties at any scheduled evening performance.
Interns are to attend the parent-teacher conference days. The expectation is that they will sit in on at least 75% of the conferences. If the mentor and intern are in agreement, the intern may use the remainder of the time for other work (but at the school).
Interns are to be professionally and appropriately dressed for all school functions. Except on announced spirit days, blue jeans are not considered appropriate dress for interns.
Interns are to be present on all school days. If an intern is sick, he/she must notify his/her mentor and the PDS Director by 7:00 a.m. if he/she will not be coming to school or will be coming in late. If this is a day when class or seminar is scheduled, the intern is responsible for getting notes, assignments, etc. Since there are only five class sessions, and most seminars are a one-time offering, attendance is essential.
An intern who misses five (5) or more days of school during the first semester may be asked to make those days up at the end of the second semester. An intern who misses two (2) or more days of school during the second semester will be asked to make those days up at the end of the second semester. Interns may arrange for one personal leave day during the first semester with the approval of his/her mentor and the PDS Director.
Last Updated March 22, 2007