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Author: Pixita del Prado Hill
Publisher: IAP
ISBN: 1648021913
Category : Education
Languages : en
Pages : 192
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Book Description
The Impact of PDS Partnerships in Challenging Times is the follow up to Doing PDS: Stories and Strategies from Successful Clinically Rich Practice (2018). The first book included stories that described our experiences across more than twenty-five years of PDS partnerships. We sought to examine and chronicle the innovative ways we negotiate school-university collaboration while explaining the development of the SUNY Buffalo State PDS consortium. This second volume strives to explore the impact of our endeavors individually at each school/community site and collectively as an entire consortium to point to the important ways that school-university partnership contributes to all stakeholders and where we might do better. SUNY Buffalo State’s PDS roots go back to 1991 with one local school partner. Today this school-university partnership consortium connects with over 100 schools with approximately 45 signed agreements each semester in Western New York, nationally, and internationally. The SUNY Buffalo State PDS consortium is grounded in three frameworks for clinically rich practice: (a) the National Association for Professional Development Schools Nine Essentials (Brindley, Field, & Lesson, 2008); (b) CAEP Standards for Excellence in Educator Preparation, Standard 2 (http://caepnet.org/standards/standard-2, 2018); and (c) the Buffalo State Teacher Education Unit Conceptual Framework (https://epp.buffalostate.edu/conceptualframework, 2018). Through specific examples, each chapter utilizes a case study approach to describe the nature of various partnerships situated in research with a focus on the impact of the partnership. The chapters are intentionally succinct to provide a focused look at a particular partnership activity as each contributes to the larger goals of the entire consortium. Every chapter follows a similar structure – defining a challenge identified by the members of the consortium, a review of the relevant literature, an explanation of how the school/community liaison team responded to the challenge and the data gathered to determine impact, an “impact at a glance” chart to report the findings, and an identification of the necessary next steps in the project.
Author: Pixita del Prado Hill
Publisher: IAP
ISBN: 1648021913
Category : Education
Languages : en
Pages : 192
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Book Description
The Impact of PDS Partnerships in Challenging Times is the follow up to Doing PDS: Stories and Strategies from Successful Clinically Rich Practice (2018). The first book included stories that described our experiences across more than twenty-five years of PDS partnerships. We sought to examine and chronicle the innovative ways we negotiate school-university collaboration while explaining the development of the SUNY Buffalo State PDS consortium. This second volume strives to explore the impact of our endeavors individually at each school/community site and collectively as an entire consortium to point to the important ways that school-university partnership contributes to all stakeholders and where we might do better. SUNY Buffalo State’s PDS roots go back to 1991 with one local school partner. Today this school-university partnership consortium connects with over 100 schools with approximately 45 signed agreements each semester in Western New York, nationally, and internationally. The SUNY Buffalo State PDS consortium is grounded in three frameworks for clinically rich practice: (a) the National Association for Professional Development Schools Nine Essentials (Brindley, Field, & Lesson, 2008); (b) CAEP Standards for Excellence in Educator Preparation, Standard 2 (http://caepnet.org/standards/standard-2, 2018); and (c) the Buffalo State Teacher Education Unit Conceptual Framework (https://epp.buffalostate.edu/conceptualframework, 2018). Through specific examples, each chapter utilizes a case study approach to describe the nature of various partnerships situated in research with a focus on the impact of the partnership. The chapters are intentionally succinct to provide a focused look at a particular partnership activity as each contributes to the larger goals of the entire consortium. Every chapter follows a similar structure – defining a challenge identified by the members of the consortium, a review of the relevant literature, an explanation of how the school/community liaison team responded to the challenge and the data gathered to determine impact, an “impact at a glance” chart to report the findings, and an identification of the necessary next steps in the project.
Author: Emily Shoemaker
Publisher: IAP
ISBN: 1641139153
Category : Education
Languages : en
Pages : 164
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Book Description
Professional Development Schools offer P-12 schools and universities the opportunity to create rich learning environments for students, teacher candidates, teachers, university professors and administrators. The creation of Professional Development Schools requires careful thought and planning by leaders from both institutions who understand the importance of a systemic approach to gathering information that will allow them to build strong, sustainable partnerships. This book is a practical, hands-on guide to exploring and assessing school and university readiness and compatibility to pursue a PDS partnership. The Professional Development School Exploration and Assessment (PDSEA) Protocol provides surveys and focus group interview questions that facilitate the identification of P-12 school and teacher preparation program qualities, characteristics and perceptions to determine institutional compatibility. Collaborative discussion and PDS planning templates provide guidelines for planning new PDSs. Assessment instruments used with the PDSEA Protocol are available online. The authors offer unique insights into Professional Development Schools based on their experiences as educators in elementary, middle school, high school and as university professors who have been active in Professional Development Schools for 13 years. In this book, they share their insights and practical ideas about what it takes to develop viable and sustainable Professional Development Schools. Developed over a period of 8 years in a study that involved three universities and 13 partner schools, the PDSEA Protocol will assist teacher preparation programs, P-12 school districts and individual school sites as they explore, assess and plan school-university partnerships.
Author: Keli Garas-York
Publisher: State University of New York Press
ISBN: 1438499957
Category : Education
Languages : en
Pages : 309
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Book Description
School-University Partnerships offers an introductory guide for education faculty members and in-service school professionals seeking clinically rich teaching experiences. It provides distinctive learning opportunities and professional development for all stakeholders through collaborative planning and by leveraging resources. Keli Garas-York presents Professional Development Schools (PDS) structures that can be tailored to the specific needs of an institution and its partners. Drawing on the 2021 NAPDS (National Association of Professional Development Schools) framework, which outlines the Nine Essentials, Garas-York defines what it means to be a PDS. Examples of the various aspects of school-university partnerships are provided, as well as document templates to help formalize and organize a consortium and tackle real-world scenarios. This text will be useful to educators interested in developing local school-university partnerships.
Author: Eva Garin
Publisher: IAP
ISBN: 1648020038
Category : Education
Languages : en
Pages : 338
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Book Description
Teacher education in the United States is changing to meet new policy demands for centering clinical practice and developing robust school-university partnerships to better prepare high-quality teachers for tomorrow’s schools. PROFESSIONAL DEVELOPMENT SCHOOLS (PDSs) have recently been cited in national reports as exemplars of high-quality school-university partnerships in the clinical preparation of teachers. According to the National Association for Professional Development Schools, PDSs have Nine Essentials that distinguish them from other school-university collaborations. But even with that guidance, working across the boundaries of schools and universities remains messy, complex, and, quite frankly, hard. That’s why, perhaps, there is such diversity in school-university partnerships. For the last thirty years, educators have been fascinated yet puzzled with how to build PDSs. Clinically Based Teacher Education in Action: Cases from PDSs addresses that perplexity by providing images of the possible in school-university collaboration. Each chapter closely examines one of the NAPDS Nine Essentials and then provides three cases from PDSs that target that particular essential. In this way, readers can see how different PDSs from across the globe are innovating to actualize that essential in PDS development. The editors provide commentary, addressing themes across the three cases. Each chapter ends with questions to start collaborative conversations and a field-based activity meant to propel your PDS work forward.
Author: Michael Cosenza
Publisher: IAP
ISBN:
Category : Education
Languages : en
Pages : 238
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Book Description
Professional Development Schools are complex and comprehensive school university partnerships focusing on professional development of new teachers and veteran teachers while providing high quality education to P-12 students. The chapters of this book contain the stories of 8 highly successful and nationally recognized professional development schools. Each story provides the reader with practical ideas, procedures and policies that can be implemented by the reader to begin new partnerships or help improve and sustain existing partnerships. Each chapter discusses the rich clinical preparation combined with progressive experiences in PDSs that have made the partnership successful. The diverse authors from several different states describe their efforts to forge PDS partnerships to develop and deliver high quality teacher preparations, practical experiences for teacher candidates, and simultaneously provide professional development for experienced practitioners. The book will be a valuable resource to school and university faculty and administrators as they transition to a partnering model of clinical preparation for teacher candidates: it will help stakeholders decide if their schools and institutions are ready to commit to a partnership, and highlight the benefits they stand to gain. The book also realistically addresses challenges in a way the reader can prepare for to reduce obstacles in establishing and sustaining PDSs.
Author: JoAnne Ferrara
Publisher: IAP
ISBN:
Category : Education
Languages : en
Pages : 264
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Book Description
How the Professional Development School and Community School strategy might benefit from an integrated perspective serves as the guiding framework for this volume of Research in Professional Development Schools. This book advocates for blending these two approaches to address the needs of P-20 settings and their communities. Because we recognize the inherent strengths in both models, we encouraged chapters that had as a primary focus one or both models as they sought to support teacher preparation and K-12 partners. Subsequently, a series of questions framed the conversation around the potential for combining these models as well as what such an integrated model might present for teacher education programs, K-12 partners, and their communities. Since this volume explores three different aspects of the relationship between Professional Development Schools and Community Schools, a set of guiding questions were offered to guide the specific models addressed.
Author: JoAnne Ferrara
Publisher: IAP
ISBN: 1648021360
Category : Education
Languages : en
Pages : 225
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Book Description
This book examines the ways in which PDSs build cultural competence for various stakeholders including pre-service teachers, classroom teachers, school leaders, college faculty, and K-12 students. Given the increased national attention on the opportunity gap present in underserved marginalized communities across the country, the authors in this series identify a combination of research-based practices and institutional changes that increase student attainment and develop educators’ capacity to serve a range of diverse learners. We are certain the timeliness of the topic will provide educators with context for understanding the role PDSs play in the creation of culturally responsive schools.
Author: Sharon Hartin Iorio
Publisher: Rowman & Littlefield
ISBN: 1475834446
Category : Education
Languages : en
Pages : 225
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Book Description
Recent national attention has focused on the benefits of school-university-community partnerships to increase the pipeline of highly qualified teachers for urban students, but little has been published about large-scale partnerships. This book about one urban teacher education partnership is written for those who want to plan, direct, work in, or study a full-scale, pre-K-12 school, university, and community partnership. The book offers a comprehensive approach to urban teacher education. Topics cover (1) recruitment; (2) a large-scale Professional Development School model (e.g. 400 candidates per semester) and an early childhood residency graduate program (20 candidates per cohort)—two partnership programs embracing all university preservice teacher candidates; (3) induction support for new teachers, and finally, (4) professional development for candidates and experienced, in-service teachers. Each of the six chapters show how the separate parts of teacher education can be interrelated to build a stronger, more cohesive, integrated system to serve teachers and ultimately Pre-K-12 students. A review and reflection on a single teacher education partnership, this easy-to-use book, is clearly documented by interviews, five-year evaluation outcomes, and a retrospective analysis that embraces sociocultural themes.
Author: Sande, Beverly
Publisher: IGI Global
ISBN: 1668434458
Category : Education
Languages : en
Pages : 275
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Book Description
The intricacies of providing quality education for school-age children can best be realized through collaboration between practitioners. This same ideology has infiltrated education preparation programs, encouraging the emphasis on collaborative methodologies of program design, development, implementation, and evaluation. This context presents a huge challenge for many education preparation programs, but one that has been partially realized in some states through large-scale reform models. Collaborative Models and Frameworks for Inclusive Educator Preparation Programs provides relevant theoretical frameworks and the latest empirical research findings in collaborative strategies in educator preparation programs and addresses the impact on accreditation and changes in policies as a result of large-scale collaborative models. Covering topics such as education reforms, social justice, teacher education, and literacy instruction, this reference work is ideal for teachers, instructional designers, administrators, curriculum developers, policymakers, researchers, scholars, academicians, practitioners, and students.
Author: Leslie Nai-Kwai Lo
Publisher: Chinese University Press
ISBN: 9789629961138
Category : Business & Economics
Languages : en
Pages : 388
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Book Description
There has been a dearth of books covering themes and issues related to university-school partnerships and school development from an international perspective, particularly providing examples on university-school partnerships in the Asia-Pacific region.The book is broadly divided into two parts. Part One focuses on university-school partnership while Part Two highlights changes in school development. The nature of different partnerships, as well as the experiences of and research on school development in connection with individual strategies and organizational strategies are described. The contributors are all renowned scholars, school reformers, and experienced practitioners from the United States, Norway, Sweden, the United Kingdom, Australia, and Hong Kong. Together they provide an international perspective on the issues related to school partnerships and development.
