Professional Development Schools Program

"There's no word in the language I revere more than 'teacher.' My heart sings when a kid refers to me as his teacher, and it always has. I've honored myself and the entire family of man by becoming a teacher."

Pat Conroy, Prince of Tides

A Professional Development School (PDS) is …a collaboratively planned and implemented

partnership for the academic and clinical preparation of interns and

the continuous professional development of both school system and institution of higher education (IHE) faculty.

Focus of the PDS Partnership

Improved student achievement through research-based teaching and learning

Internship in Maryland

Over two consecutive semesters Minimum of 100 days Intern’s active engagement in the

school community learning to teach Intern’s experiences with students of

diverse backgrounds and abilities

And more…

Immersion of IHE faculty in the school (ex. SIT membership, teaching courses on-site)

Intern’s documentation of mastery of professional standards for beginning teachers in a portfolio

PDS Sites 2008-2009

Baltimore CountyRelay ElementaryArbutus MiddleWindsor Mill Middle

Anne Arundel CountyVan Bokkelen ElementaryMeade MiddleMeade High

Baltimore City Baybrook Elementary Digital Harbor High Polytechnic High

Howard CountyThunder Hill ElementaryLaurel Woods ElementaryMt. Hebron High

PDS Standards in Maryland

Learning Community Collaboration Accountability Organization, Roles, & Resources Diversity & Equity

Components of Each Standard Teacher Preparation Continuing Professional

Development Research & Inquiry Student Achievement

Looking Ahead to NCATE Accreditation in 2010 Differences among groups of people

and individuals based on ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and geographical area

NCATE Standard

It includes the expectation that candidates have the opportunity to interact with other candidates, faculty, and P–12 students from diverse groups.  

From NCATE

4a Curriculum and field experiences Framework for understanding

diversity Not as an add-on , thoughtful

integration Clear proficiencies and

assessments

Do Teacher Candidates/Interns… Show awareness of different learning styles

shaped by cultural influences? Connect lessons with students’ experiences

and cultures? Bring multiple perspectives to their teaching? Develop classroom climate that values

diversity? Show dispositions that value fairness and the

belief that all children can learn?

Maryland expects that…

Interns serve at least 100 days over two consecutive semesters in a PDS

Interns demonstrate skill in working with diverse populations

PDS partners represent diverse backgrounds PDS partners plan action research/inquiry with

attention to issues of diversity PDS partners focus on meeting the needs of

diverse learners to eliminate achievement gaps

IMPORTANT!

MSDE requires UMBC to have at least 5 interns in each PDS site every year – our accreditation is linked to this!

A critical question: Are Dogwood teachers willing and able to do this?

What must mentors be able to do? Possess excellent knowledge of content &

pedagogy Project professional demeanor & disposition Be a cheerleader for the profession Be willing & able to spend time with intern to

plan jointly, model best practices, and provide supportive feedback

Be a lifelong learner & an advocate for students

Action Research in Maryland

Action research is a deliberate, solution-oriented investigation that is group or personally owned and conducted. It is characterized by spiraling cycles of problem identification, systematic data collection, reflection, analysis, data-driven action taken, and finally, problem redefinition (Kemmis & McTaggart, 1982).

Examples of Topics

Small group reading discussion to increase comprehension

Teaching a specific study skills strategy to 5th grade students

Learning colors with a pre-kindergarten student having difficulty

Strategies for the MSA

Mentor’s Role

Support intern in identifying a classroom or school-based problem and a possible solution

Provide encouragement

Certainly greater involvement is appreciated!

The Team

Principal Site Liaison (from UMBC) Site Coordinator Mentors Interns (from UMBC) Intern Supervisors (from UMBC) Program Coordinator (from UMBC)

Strategic Planning

Usually at the end of academic year in preparation for following school year

Monthly or quarterly to address ongoing planning and PDS tasks, often with at least one other PDS site (ex. Windsor Mill Middle)

Some Paperwork

For BCPS

Yearly plan, Memorandum of Understanding

For UMBC

Online reports by mentors & supervisors about progress of interns, annual evaluation document by faculty

And the collection of artifacts

Artifact Examples

Meeting agenda & minutes Flyer for a school event involving interns Lesson plan showing collaboration between

intern & mentor Handouts for a school/PDS sponsored event School Improvement Plan showing PDS

goal/activities Sign-in sheet showing school faculty

participation in UMBC event

Where’s the Money?

Economic downturn has hit the university system and the PDS!

UMBC pays salary or stipend for Site Liaisons, Mentors, Site Coordinators in BCPS & BCPSS (for now), Supervisors

UMBC provides limited funding support for campus visits by school students when possible

UMBC spreads the word on cohort or course opportunities; tuition breaks may or may not be available depending on school system

Support …

UMBC will try to purchase professional materials for book groups or for small scale classroom projects, esp. as related to diversity & conflict resolution

UMBC faculty members will speak at professional development sessions

UMBC students become a part of the school faculty during their internship

May be opportunities for school faculty to receive stipends for strategic planning or to speak to UMBC students in courses (or possibly teach courses)

And..

We hope school faculty will join with UMBC faculty & interns to present at annual MSDE PDS Conference in May

"One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched our human feelings. The curriculum is so much necessary raw material, but warmth is the vital element for the growing plant and for the soul of the child."

Carl Jung