Title:

Susan Nash Travetto

Utilities Elective

3-4-06

Title:	DO PROFESSIONAL DEVELOPMENT SCHOOLS (PDSs) MAKE A DIFFERENCE?: A COMPARATIVE STUDY OF PDS AND NON-PDS TEACHER CANDIDATES.
Authors:	Castle, Sharon¹ Fox, Rebecca K.² Souder, Kathleen O'Hanlan³
Source:	Journal of Teacher Education; Jan/Feb2006, Vol. 57 Issue 1, p65-80, 16p
Document Type:	Article
Subject Terms:	CAREER development EDUCATION -- Standards FIRST year teachers JOINT ventures LABORATORY schools STUDENT teachers STUDENT teaching TEACHERS -- Training of *QUALITATIVE research
Author-Supplied Keywords:	professional development schools preservice teacher education assessment reflection
NAICS/Industry Codes:	61 Educational Services
Abstract:	This study assesses the impact of professional development schools (PDSs) on preservice teachers, comparing PDS and non-PDS candidates at the point of licensure. Data sources include student teaching evaluations and portfolio presentations. Statistical analyses reveal PDS candidates scored significantly higher than non-PDS candidates on aspects of planning, instruction, management, and assessment. Qualitative analysis of portfolio presentations reveals PDS candidates showed greater ownership of their school and classroom and more sophistication in applying and integrating Interstate New Teacher Assessment and Support Consortium standards. Five differences are discussed: how and why versus what, standards connected versus standards isolated, assessment as driving instruction versus assessment as tools, reflection connected to practice versus reflection not connected to practice, and student focus versus self-focus. Contextual and programmatic differences are used to explain the differences. The case is made that PDS graduates may affect student learning sooner than traditionally trained beginning teachers. [ABSTRACT FROM AUTHOR]
Author Affiliations:	¹Associate Professor, George Mason University. ²Assistant professor, George Mason University. ³Educational consultant, George Mason University.
ISSN:	0022-4871
DOI:	10.1177/0022487105284211
Accession Number:	19525547
Persistent link to this record:	http://search.epnet.com/login.aspx?direct=true&db=aph&an=19525547

Title:	Why Invest in Professional Development Schools?
Authors:	Levine, Marsha
Source:	Educational Leadership; Mar2002, Vol. 59 Issue 6, p65, 4p, 1bw
Document Type:	Article
Subject Terms:	EDUCATION -- United States LEARNING *TEACHERS -- Training of United States
Geographic Terms:	UNITED States
NAICS/Industry Codes:	61 Educational Services
Abstract:	Focuses on the professional development school (PDS), a partnership formed by teacher education programs and prekindergarten-12 schools in the U.S. Aim of PDS; Focus of PDS; Information on several PDS activities; Component of teacher education programs; Effects of professional development schools on student and teacher learning; Benefits of PDS pooling resources.
Full Text Word Count:	2019
ISSN:	0013-1784
Accession Number:	6504043
Persistent link to this record:	http://search.epnet.com/login.aspx?direct=true&db=aph&an=6504043
Database:	Academic Search Premier

Title:	Clinical Instructors as Teacher Leaders in the Professional Development Schools: Benefits, Challenges and Support Systems.
Authors:	Salsberry, Trudy^1,2 Wetig, Saundra^3,4
Source:	Delta Kappa Gamma Bulletin; Fall2004, Vol. 71 Issue 1, p36-55, 8p
Document Type:	Article
Subject Terms:	EDUCATION LABORATORY schools LEADERSHIP TEACHERS *SOCIAL support
NAICS/Industry Codes:	61 Educational Services
Abstract:	This article synthesizes a case study that examines the perceptions held by clinical instructors regarding their leadership role in a Professional Development School partnership located in the Midwest. The authors discuss the benefit, challenges and support systems needed for the role of clinical instructor. [ABSTRACT FROM AUTHOR]
Author Affiliations:	¹Associate Professor, Department of Educational Leadership, Kansas State University ²Ambassador for the North Central Association and University Representative with the Kansas Association of Supervision and Curriculum Development ³Chair, Personal Growth and Services Committee, Omega Chapter, Nebraska ⁴Associate Professor, College of Education/Teacher Education Department, University of Nebraska, Omaha
ISSN:	0011-8044
Accession Number:	15079963
Persistent link to this record:	http://search.epnet.com/login.aspx?direct=true&db=aph&an=15079963
Database:	Academic Search Premier

Title:	Walking in two worlds: master teachers serving as site coordinators in partner schools.
Authors:	Utley, Bonnie L. bonnie Basile, Carole G.¹ carole Rhodes, Lynn K.¹ lynn
Source:	Teaching & Teacher Education; Jul2003, Vol. 19 Issue 5, p515, 14p
Document Type:	Article
Subject Terms:	OCCUPATIONAL training TEACHERS -- Training of
Author-Supplied Keywords:	Partner schools Centers of pedagogy Professional development schools Pre-service teacher education Teacher education Professional development
NAICS/Industry Codes:	6243 Vocational Rehabilitation Services
Abstract:	The emergence of partnerships to promote simultaneous renewal of university schools and colleges of education as well as K-12 public schools has resulted in new roles for personnel in both settings. The present study describes multiple aspects of one of these roles; that of the site coordinator. A site coordinator is a master teacher on special assignment to lead implementation of the four functions of partner schools as articulated by members of the National Network for Educational Renewal. These functions are teacher preparation, professional development, renewal of curriculum and instruction (i.e., exemplary instruction for all), as well as research and inquiry. The factors that have influenced the evolution of this role over 8 years of a complex school–university partnership are described. Qualitative data collected from semi-structured interviews conducted with 31 site coordinators regarding their perceptions of the role are included as well. These data are organized according to multiple themes within the two broad categories of personal and professional benefits as well as challenges. Finally, the essential nature of this role in facilitating the simultaneous renewal of basic and higher education is discussed as a guide to others who participate in school–university partnerships. [ABSTRACT FROM AUTHOR; Copyright 2003 Elsevier]
Author Affiliations:	¹School of Education, University of Colorado at Denver, P.O. Box 173364, Box 106, Denver, CO 80217-3364, USA
ISSN:	0742-051X
DOI:	10.1016/S0742-051X(03)00049-0
Accession Number:	10176716
Persistent link to this record:	http://search.epnet.com/login.aspx?direct=true&db=aph&an=10176716
Database:	Academic Search Premier

Research on Professional Development Schools. Teacher Education Yearbook VII.

ERIC #:	ED431755	Publication Date:	1999-00-00
Author:	Byrd, David M., Ed.; McIntyre, D. John, Ed.	Publication Type:	Books; Collected Works - General
Journal/Source Name:	N/A	Journal Citation:	N/A
Peer Reviewed:
Descriptors: College Faculty; College School Cooperation; Educational Change; Elementary Secondary Education; Faculty Development; Higher Education; Inservice Teacher Education; Leaders; Leadership; Mentors; Partnerships in Education; Preservice Teacher Education; Professional Development Schools; Supervisors; Teacher Collaboration; Teacher Improvement; Teachers; Urban Schools
Abstract: This book examines the current standard practice of confining teacher preparation to 4 years of coursework, examining the growing interest in career-spanning teacher education. There are 12 chapters. Section 1, "Collaboration: Building Bridges to Transform Institutional Cultures," includes: "Overview and Framework" (Linda Valli) and three chapters: (1) "Effects of Collaboration on Urban Teacher E...

Databases selected: ProQuest Education Journals

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Mentoring in a PDS Program: What's in It for Me?

Jeffrey Scheetz, Faith H Waters, Patricia Smeaton, Douglas Lare. Kappa Delta Pi Record. Indianapolis: Fall 2005.Vol.42, Iss. 1; pg. 33, 5 pgs

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Subjects:	Student teachers, Mentoring programs, Professional development, Beginning teachers, Professional relationships
Author(s):	Jeffrey Scheetz, Faith H Waters, Patricia Smeaton, Douglas Lare
Document types:	Commentary
Publication title:	Kappa Delta Pi Record. Indianapolis: Fall 2005. Vol. 42, Iss. 1; pg. 33, 5 pgs
Source type:	Periodical
ISSN/ISBN:	00228958
ProQuest document ID:	904505791
Text Word Count	2846
Document URL:	http://hoover2.mcdaniel.edu:2349/pqdweb?did=904505791&sid=2&Fmt=4&clientId=70659&RQT=309&VName=PQD

Abstract (Document Summary)

Scheetz et al observe that Professional Development Schools (PDS) mentors have expanded their knowledge of teaching, become exposed to current trends, establish stronger relationships with their peers, and give their classes over to student teachers who are well prepared to step in and assume their role of the teacher. They cite that from the mentors' perspective, a PDS program not only prepares the next generation of teachers, but also has asignificant impact on the mentors' own teaching.

Full Text (2846 words)

[Headnote]

The role of mentor is crucial to the success of a Professional Development Schools program, and the personal and professional benefits are clearly identifiable.