PDS Partnerships

Our NCATE PDS Standards renewal?

Renewal is something we believe is on-going. The need for a renewal process throughout the Benedum Collaborative is important if we are to remain a leader in the professional development school movement and if we are to remain a vital organization that can respond to our changing educational environment.

The addition of four new professional development schools in the spring of 2008 has sparked an exciting review of the beliefs and collective work. We believe it is important to engage in on-going discussion of how each PDS attends to the NCATE PDS Standards and the NAPDS 9 Essentials

The schools, counties, and university who comprise the Benedum Collaborative have seen extensive changes in their personnel since the inception of the Collaborative. In order to remain fresh as well as continue our foundational partnership efforts, we work through renewal to strengthen understanding of, commitment to the partnership vision, and participation in partnership activities. These PDS standards are the expectations we are held accountable for enacting.

Over time, there has been an increase in PDSs and a decrease in the number of WVU faculty involved in the schools. As a result, our PDSs become more focused on the administration of the pre-service teacher programs of the University rather than professional development that united public school/WVU faculty in the process of simultaneous renewal. The Executive Committee of the Collaborative, in agreement with discussions in meetings of the principals’ group, indicate a need for all participants to review and renew their commitment to the principles of the Collaborative in a way that honors the spirit of PDSs and the importance of organizational development. This process demonstrates the reflective nature of our practice (NAPDS essential #4, Belief Statements of the Benedum Collaborative #5).

Renewal will require each PDS site steering committee with their WVU liaison to review and discuss their current status using the PDS standards and essentials. This process began at the October 2008 CSSC meeting held at the Alumni Center and discussion continued at the 2009 Lakeview Inquiry Conference. Each PDS is not expected to have mastered all of these standards but rather be committed to working towards enacting those standards and seeking support when needed. As a part of the process it will be important that all faculty in the school have a chance to:

Develop the whole school as a PDS and not a select group of people at the school
Review of the five belief statements of the Benedum Collaborative as they apply to the functioning of the individual PDS and the University, including the determination of how those belief statements are evidenced within the school.
Review the NCATE PDS Standards
Review the Holmes Partnership Goals
Review the 9 NAPDS Essentials
Review of the roles of all participants of the Benedum Collaborative, as currently stated at the Collaborative website, and collect suggestions to alterations in the responsibilities of each of these roles.
Understand the difference between a regular public school, placement, teacher education, and professional development school
Determine how participation in the Benedum Collaborative can further the objectives and goals of the local school district, the College of Human Resources and Education, as well as the West Virginia Department of Education.

These bullets provide descriptions of 4 kinds of schools. These descriptions may be used as a tool to help your faculty think about where they are currently on the continuum of “PDSness” and where they would like to be in the future.

Public School – This is a school that does not interact with teacher education at all.

Placement School – This is a school where prospective teachers are sent to complete their clinical hours and the relationship is between the university and the mentor only; mentors are given paperwork to complete by the university supervisor who also visits the student teacher.

Teacher Education School – This is a school where prospective teachers are supported by a teacher education coordinator, a mentor, and a liaison. The teacher education coordinator is specifically prepared to help the prospective teachers bridge theory and practice. Although the school may engage in substantive professional development the university is not present in the school improvement work.

Professional Development School – This is a school where prospective teachers, practicing teachers, administrators, and university faculty work side-by-side to improve both prospective teacher education and public school student learning. As they work together (not division of labor but shared labor) they learn from each other and develop a renewed and deeper practice.

Renewal Calendar

September 19th, 2009 – Workshop at East Fairmont High Schools, 8:00 AM to 1:00 PM; Goal is to provide support to schools interested in working on NCATE PDS Standards; Guest speakers Lacy Redd (principal) and Kevin Berry (PDS teacher); They are from the Alachua County PDS Partnership.

September 30, 2009 – Letter of Intent Due to Benedum Collaborative Office

TBA – 2009-2010 Budget Due to Benedum Office – This budget should be collaboratively developed by school-based team (principal, teacher education coordinator, professional development coordinator, at least 2 mentors, and the liaison)

TBA – 2010 Inquiry Conference at Lakeview – Opportunity for us to network across schools and counties, share our inquiry work, strengthen best practices, create an inquiry community for all (prospective & practicing teachers, WVU faculty, school & university administrators

June 30, 2010 – Report on Renewal Process Due to Benedum Collaborative Office – This report should be comprise of evidence evidence or work toward at least two of the NCATE PDS Standards (learning community & collaboration) posted on the website; the school-based inquiry efforts; budget report; Should also include a list of needs goals and needs for 2010 -2011.