Professional Development School

 

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.

PDS intern

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

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 components of The Teachers College's teacher education program.

 

Mission Statement of The Teachers College


The mission of The Teachers College and personnel preparation unit of Emporia State University is to develop professionals who are critical thinkers, creative planners, and effective practitioners.  Our graduates are skilled practitioners who are prepared with essential knowledge, skills and dispositions in fields of specialization.  Candidate learning reflects historical and contemporary knowledge, research, theory, and practice that meet the academic, personal, and social needs of their students.

Professional programs are designed to reflect the current knowledge base and effective practices.  Curricular coherence is strengthened through faculty study and dialogue on purpose, course content, and intended candidate learning outcomes.

Teacher's College Conceptual Framework

 

Goals for Student Learning:

In keeping with its purpose, The Teachers College directs its energy toward student achievement of the following goals.  Students will possess:

  • a philosophical foundation that underlies intended professional practice, and the ability to identify other compatible and opposing philosophies.
  • a high level of professional competence through the attainment of knowledge, skills and attitudes requisite to their chosen specialty.
  • an ability to use models of professional performance that reflect current theory, research, and practice.
  • an ability to integrate professional knowledge with essential components of the general education program.
  • an ability to integrate selected professional knowledge with critical concepts from the supporting professional disciplines.
  • an ability to integrate professional knowledge with other specialty studies.
  • an ability to implement non-sexist techniques for meeting the needs of diverse cultural,ethnic, racial, and exceptional populations.
  • an ability to use appropriate technology in their chosen specialty areas.
  • an ability to utilize personal characteristics and professional techniques in existing and envisioned practices in constituent institutions.
  • an ability to identify career goals that are compatible with personal interests, capabilities,and aspirations.
  • an ability to analyze concepts and clinical practices, to experiment, and to study,evaluate and/or initiate innovative practices.
  • an ability to identify career goals that are compatible with personal interests, capabilities, and aspirations.
  • a commitment to ethical professional standards.
  • an ability to adapt to changing circumstances and take the lead in being change agents.

 

Participating Agencies and School Sites

Augusta, USD 402

            Robinson Elementary

            Garfield Elementary

Southern Lyon County, USD 252

              Neosho Rapids Elementary

              Olpe Elementary

Circle, USD 375

              Greenwich Elementary

             Towanda Elementary Primary & Intermediate

Lyndon, USD 421

              Lyndon Elementary School

El Dorado, USD 490

            Grandview Elementary

             Jefferson Elementary

             Lincoln Elementary

             Skelly Elementary

             

Kansas City, USD 500

              Emerson Elementary

              Hazel Grove Elementary

              Lindbergh Elementary

              Noble Prentis Elementary

              Mark Twain Elementary

              Stoney Point North Elementary

Emporia, USD 253

              Logan Avenue Elementary

              Riverside Elementary

              Timmerman Elementary

              Village Elementary

              Walnut Elementary

              William Allen White Elementary

Olathe, USD 233

              Central Elementary

              Countryside Elementary

              Fairview Elementary

              Havencroft Elementary

              Indian Creek Elementary

              Northview Elementary

              Ridgeview Elementary

              Rolling Ridge Elementary

              Washington Elementary

Lebo-Waverly, USD 243

              Lebo Elementary

              

Topeka, USD 501

              Meadows Elementary

              Whitson Elementary

North Lyon County, USD 251

              Americus Elementary

              Reading Elementary

Shawnee Mission, USD 512

               Roesland Elementary

              Santa Fe Trail

 

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. (See Responsibilities of PDS Directors and Coordinators)

Teacher watching students

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. (See Expectations for PDS Mentor Teachers)

 

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.

 

PDS intern

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. (See Responsibilities and Expectations of Interns)

 

For further information as assistance in planning for the PDS experience, please visit the Elementary Education Advising Center