SUNY at Buffalo State Shifting the Center of Gravity in Teacher Education
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1 SUNY at Buffalo State Shifting the Center of Gravity in Teacher Education PDS: One Clinically Rich Model
2 An Historical Perspective Hoover Elementary 1991 International PDS 2012 International ???
3 Mission The Professional Development School (PDS) Partnership between the School of Education at Buffalo State College and participating schools is a collaborative effort. The partnership is dedicated to college faculty, school administrators, practicing teachers, teacher candidates, and PreK-6 th grade learners as we explore effective practices to: 1. cooperatively supervise teacher candidates and provide closer connections to authentic classroom practice 2. promote professional development for inservice teachers, college faculty and administrators; 3. improve young student learning; and 4. research best practices for the education of all partners.
4 Depth and Breadth BSC Student Population Yearly Teacher Candidate Involvement 750 Elementary Education Undergraduates 300 Exceptional Education Undergraduates 25 MIITC: Graduate students earning initial teaching certification 25 Graduate students in the Literacy Specialist Program
5 Depth and Breadth Elementary Schools Yearly School Involvement 30 Elementary Schools with Agreements Urban, Rural, & Suburban Sites Rochester Satellite NYC Cohort 2 International Sites: Lusaka, Zambia & Santiago, Chile Over 400 Mentoring Teachers from these PDS schools 60 Partnering Principals Thousands of pre-k 6 th grade learners
6 PDS Structures/Models Based on three frameworks: 1. NCATE PDS Standards, NAPDS Nine Essentials, Design Principles for Clinically Based Preparation, 2010
7 NCATE PDS Standards
8 In addition to the NCATE PDS Standards, our PDS is based on the NAPDS Nine Essentials 1. A comprehensive mission that is broader in its outreach and scope than the mission of any partner and that furthers the education profession and its responsibility to advance equity within schools and, by potential extension, the broader community; 2. A school university culture committed to the preparation of future educators that embraces their active engagement in the school community; 3. Ongoing and reciprocal professional development for all participants guided by need; 4. A shared commitment to innovative and reflective practice by all participants; 5. engagement in and public sharing of the results of deliberate investigations of practice by respective participants; 6. An articulation agreement developed by the respective participants delineating the roles and responsibilities of all involved; 7. A structure that allows all participants a forum for ongoing governance, reflection, and collaboration; 8. Work by college/university faculty and P 12 faculty in formal roles across institutional settings; and 9. Dedicated and shared resources and formal rewards and recognition structures.
9 10 Design Principles for Clinically Based Preparation 1. Student learning is the focus 2. Clinical preparation is integrated throughout every facet of teacher education in a dynamic way 3. A candidate s progress and the elements of a preparation program are continuously judged on the basis of data 4. Programs prepare teachers who are expert in content and how to teach it and are also innovators, collaborators and problem solvers 5. Candidates learn in an interactive professional community
10 6. Clinical educators and coaches are rigorously selected and prepared and drawn from both higher education and the P-12 sector 7. Specific sites are designated and funded to support embedded clinical preparation 8. Technology applications foster high-impact preparation 9. A powerful R&D agenda and systematic gathering and use of data supports continuous improvement in teacher preparation 10. Strategic partnerships are imperative for powerful clinical preparation
11 Governance/Agreements PDS Consortium PDS Advisory Council Liaison Committees Agreements
12 What is our Professional Development School Consortium? BSC & 2 Year Institution Faculty CEURE and other organizations PDS Consortium Elementary Schools Teacher Candidates
13 Shared Decision Making Organizational Structure Advisory Council
14 Shared Decision Making Collaboration Liaison Committees Principal, Mentoring Teacher, and BSC Faculty
15 Shared Decision Making Formal Arrangements PDS By-Laws See the website Signed Agreements
16 Types of PDS Commitments 200 level EDU courses Methods Courses (300 level) Junior Participants MIITC Teacher Candidates Student Teaching Cohorts Literacy Specialist Program Methods and Clinic (grad) MIITC- Masters Including Initial Certification
17 200 level PDS SPF 203: School and Society hours of service and/or observations with children EDU 201: Introduction to Education hours of observations of a variety of classrooms Shadowing a master urban educator EDU 211: Introduction to Literacy hours of observing literacy lessons Tutoring Service Learning EDU 220: Programs for Infants and Toddlers 50 hours in early childhood classrooms
18 Methods Courses EDU 311W, EDU 312, and EDU 329 EDU 511, EDU Teacher Candidates on site Minimum of 8 cooperating teachers needed Two 4 hour days Instructional site at building is requested Attendance at PDS Consortium meetings and retreat is required Schools are eligible to receive action research mini grants; application process Compensation is based on stage Formation of liaison committee
19 Student Teaching Cohorts 6-8 Student Teachers on site for 8 weeks 6-8 Cooperating Teachers needed Model Lessons Brown bag lunches Cooperating Teacher stipend provided (State) BSC Instructor on site two full days a week Attendance at PDS meetings and the retreat is encouraged Seminar site is requested
20 Communication and Relationships
21 Please check out our website and Facebook pages Acronyms4teachers
22 A Partnership for Professional Development: Regularly Scheduled Meetings 4 Annual Meetings at host schools Annual Kickoff Retreat
23 Professional Development: Assessment and Action Research Projects, surveys, self-evaluations, mini-grants, sharing best practices
24 Student and Faculty Research
25 NCATE Accreditation Since 1954 Buffalo State College has received NCATE accreditation The Professional Development School Consortium was specifically highlighted in our last NCATE review as exemplary Our PDS regularly meets or exceeds the NCATE Standards for Professional Development Schools Our PDS strives to meet the NAPDS Nine Essentials Our PDS is a clinically rich teacher education program
26 Awards NAPDS 2011 Award for Exemplary PDS
27 Assessment Roadmaps Rubrics & Common Assignments Convener Groups TaskStream Data
28 Where We re Going Locally Strengthen power of school-based liaison groups Extend and refine measurement of impact on student learning as well as growth for teacher candidates Globally Service in international community Lusaka, Zambia (Libala Basic School) Santiago, Chile (Escuela 25) New Partnerships Italy China
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