PDS Partners

Interns and InternshipCo-Teaching in a Professional Development School: How the Nine Essentials for PDS are at Work

P5

PDS Partners and PartnershipsA Recipe for Urban Literacy Success: Using a School Librarian and a Professor

P7

PDS Inquiries and IdeasPDS Partnership Ideas to Promote College and Career Readiness

P11

Professional Development and PDSThe Two-Pronged Process of Professional Development

P16

VOLUME 11 ISSUE 3 WINTER 2016

Navigating the edTPALindsay Hollingsworth, University of Wisconsin- Platteville Jessica Brogley, University of Wisconsin- Plattesville

Are you a student teacher who is beginning to prepare for your student teaching placement and all that it entails within a professional development school: meeting new colleagues and students, practicing your craft as a teacher, becoming a step closer to full adulthood and preparing to complete the edTPA? If so, read on as your friendly edTPA coordinators from the University of Wisconsin-Platteville offer some practical tips to make the experience easier to wrangle. Follow us on Facebook at http://www.facebook.com/edTPAUWP for more support with edTPA.

Tip 1: Determine an organization system that works for you...and stick with it! Develop a folder system on a flash drive or the cloud following the design of the Pearson portfolio

(AACTE, 2015). Download edTPA fillable forms and make time and physical space for working on the artifacts and commentaries. Develop a system that works for you. At our university, one student was successful in using a daily prep to make progress with the portfolio. Another student preferred to “edTPA” on Saturday mornings at a coffee shop over an extended block of time. Giving yourself the gift of time and space may be your number one strategy to completing the edTPA process.

Tip 2: Acquaint yourself with available resources. If you haven’t met David Denton, we recommend you reach out to him via his website http://www.passedtpa.com. Dr. Denton has created many helpful videos to help you navigate the edTPA process. For a playlist of “The Best of David Denton,” check out this link: http://goo.gl/6V4BqH. You will also need to revisit two friends from the past “Research” and “Theory.” There is a prompt in each of the

three edTPA tasks that asks you to justify your response with research and theory. Dig out those dusty textbooks or turn to open access databases on the web to remind yourself who the grandfather of cooperative learning was and other theory for educators. Also, keep in mind the researchers and theorists you select do not have to be dead. There are plenty of current, living experts that have published quality work.

Tip 3: Start speaking the language. Mechanics don’t say “thingy” and “whatchamacallit.” Instead of saying “homework,” say “formative assessment.” Through the power of academic language, a tired worksheet becomes a powerful graphic organizer; a pencil is transformed into a writing utensil, and a strip of paper serves a new purpose as a tape diagram. All joking aside, academic language is important part of the

Navigating the edTPA CONTINUED ON PAGE 9

NAPDS National Conference, March 3-6, Washington, DC ⏎

PDS PARTNERS EDITORSRon Siers, Jr., Senior Editor, Salisbury UniversityCathy Ramey, Assistant Editor, Mardela Middle and High SchoolJenny McFadden, Assistant Editor, Salisbury UniversitySara Elburn, Assistant Editor, Salisbury UniversityEmily Hoffman, Assistant Editor, Salisbury UniversityINTERNS AND THE INTERNSHIPRon Siers, Jr., Salisbury University, rrsiers@salisbury.eduCathy Ramey, Mardela Middle and High School, cramey@wcboe.orgPDS PARTNERS & PARTNERSHIPSCoralee Smith, Buffalo State College, smithcs@buffalostate.eduKari Wendell, Saint Christopher School, wendellk@saintchris.org

PDS RESEARCHERS & RESEARCHRon Beebe, University of Houston-Downtown, beeber@uhd.eduNicole Marker, Scarborough Elementary School, nmarker@houstonisd.org

PDS INQUIRIES & IDEASKaren Foster, Alabama A&M, karen.foster@aamu.eduJennifer Douthit, MLK, Jr. Elementary School, jennifer.douthit@hsv-k12.orgPROFESSIONAL DEVELOPMENT & PDSBelinda Karge, California State University-Fullerton, bkarge@exchange.fullerton.eduHelene Cunningham, Mariposa Elementary School, hcunningham@bousd.k12.ca.us

PDS & ALTERNATIVE SCHOOLS/COMMUNITY SETTINGSJoAnne Ferrara, Manhattanville College, ferraraj@mville.eduBarbara Terracciano, Thomas A. Edison Elementary School, bterracciano@portchesterschools.orgAmy Simmons, Thomas A. Edison Elementary School, asimmons@portchesterschools.org

INTERNS AND INTERNSHIP P1Navigating the edTPA

INTERNS AND INTERNSHIP P3Co-Teaching in a Professional Development School: How the Nine Essentials for PDS are at Work

INTERNS AND INTERNSHIP P5Successful Internships Don’t Just Happen: How to Conduct A Successful Mentor/Intern Forum

PDS PARTNERS AND PARTNERSHIPS P7A Recipe for Urban Literacy Success: Using a School Librarian and a Professor

PDS PARTNERS AND PARTNERSHIPS P8How a PDS Partnership Used Cooperation and Collaboration to Build a Community of Learners and Prepare the Next Generation of Teachers

PDS INQUIRIES AND IDEAS P11PDS Partnership Ideas to Promote College and Career Readiness

PDS INQUIRIES AND IDEAS P12Public Schools as Sites for Innovative Practice

PDS INQUIRIES AND IDEAS P13Powerful iPad Practices in a PDS

PROFESSIONAL DEVELOPMENT P16 AND PDSThe Two-Pronged Process of Professional Development: How Pre-Service Teacher Candidates Become More Proficient in the Use of Instructional Technology

Greetings Members of the National Association for Professional Development Schools-

Thinking back on the time that has passed since our NAPDS membership meeting in Atlanta in 2015, I am amazed by what we have been able to accomplish together. With the support provided by the University of South Carolina and our founding members, we were able to build a strong foundation during our first decade. With that foundation, we were then able to stand on our own as an independent association for this past year. This has been an exciting year of growth that would not have been possible without so very many people.

I wanted to take this opportunity in my last message as President to talk about the NAPDS Leadership Team. I have been humbled and inspired by their dedication and drive to meet the needs of our members and support the PDS community to impact P-12 student learning and teacher preparation. Leadership Team members like Past-President, Cindy Stunkard; President-Elect, Donnan Stoicovy; Board members; Rebecca Burns; Michael Cosenza; Karen Hassell; CFO, Doug Rogers; Secretary, Drew Polly; Membership Chair, Krystal Goree; Conference Chair, Jean Eagle; Policy Chair, Danielle Dennis; Communication Chair, Nanette Marcum-Dietrich; Awards Committee Chair, Peggy Lewis; School-University Partnerships Journal Editor, Kristien Zenkov; and PDS Partners Magazine Editor, Ron Siers have been outstanding colleagues and tireless advocates of this very important work. The opportunity to work closely with this “PDS family” has been an honor. I will be forever grateful for all they have done and continue to do.

It is important for you to know that each and every one of these people have dedicated countless hours of service. I have felt beyond appreciative for their support throughout this important transitional year. I am also so very thankful to the many committee members, publication editors, and others who have reached out to become involved. We are fortunate

to have people from all over the country, both P-12 and Higher Ed, who have stepped up and sought out ways to help support our growth as an association. It is all of us working together that will help the association continue to grow.

With an invitation to join the American Association of Colleges for Teacher Education (AACTE) Clinical Practice Commission this year, NAPDS had the opportunity to be a bigger part of the national conversation regarding strong teacher preparation programming. We will also host our first NAPDS Conference in our nation’s capital this March and look forward to future opportunities to influence policy and programming in this country and beyond.

This year has also offered me invaluable opportunities to talk to members from all over the country and learn about the many different ways we engage in this work. I have been able to visit different programs around the country and ALL of these experiences have been instrumental in helping to shape me in my own practice as a PDS Center Director at OHIO University.

As a new PDS Center Director eight years ago, I found a community like no other in NAPDS. The Nine Essentials provided a much needed framework for me as I tried to create programming that was beneficial to all. Being able to serve the NAPDS membership as the President was such an incredible opportunity for me to try to give something back to an organization that has given me so very much. I thank you from the bottom of my heart for this incredible opportunity to be your President.

I look forward to seeing you at the NAPDS Conference in Washington D.C. this March.

Respectfully Submitted, Marcy Keifer Kennedy

President, National Association for Professional Development Schools

A MESSAGE FROM THE PRESIDENTMarcy Keifer Kennedy

Co-Teaching in a Professional Development School: How the Nine Essentials for PDS are at WorkNancy Melser, Ball State University

Sarah is about to embark on her student teaching experience. She has looked forward to this for the last three and a half years and feels very prepared to begin her student teaching endeavor. However, she is still a bit scared and nervous about several things, like managing the classroom, working with a classroom supervisor, and making sure that she teaches the children assigned to her. Although she has done pre-visits to meet the teacher, chosen to student teach in a Professional Development School (PDS), and has already started researching some topics for her lessons, she is still anxious about how student teaching will work. What if she does not teach as effectively as she hoped? What if the children do not respect her? What if the relationship with her supervising teacher is not the best? She has worked long and hard to become a teacher, and her future depends on this.

The scenario above is no different than all other student teachers who are about to begin the capstone experience of their college career. However, in this PDS, the school utilizes co-teaching with student teachers that choose to participate in their building. “Co-teaching is defined as two teachers working together with groups of students and sharing the planning, organization, delivery and assessment of instruction and physical space”. (St. Cloud State University, 2015). With the use of co-teaching, student teachers and supervising teachers work together to plan, teach, and assess lessons together in the classroom setting. The traditional model of student teaching is no longer used, and the children now have two teachers in their classrooms. This model is a great strategy for PDS sites, as the teachers have already been trained in how to work with student teachers, are willing to participate in the professional development needed to implement co-teaching, and already have university-school connections in place. For student teachers or interns, this model also provides a more supportive teaching environment, involves student teachers from the first day, and allows the children to see both teachers as equal partners in the classroom.

The model also works as teachers are more aware of accountability processes that are in place in schools nationwide. With the inception of the No Child Left Behind (NCLB) Act, (2001), teachers have been concerned about accepting student teachers into their classrooms. Teachers are being held more accountable for student learning, and ultimately, student test scores. Allowing another person into the classroom takes a great deal of trust and communication on the part of both teacher and intern. However, by using co-teaching in the classroom, the children can benefit from an extra set of hands, an extra teacher to help with

remediation and enrichment, and a lower class ratio by having two teachers present lessons to the students. By creating more time to help those students who have been identified as being in need of assistance, the teacher and student teacher can work together to accomplish this task. Also, the test scores, and ultimately items tied to them such as merit pay increases, can be positively impacted in the co-teaching environment. As teacher Marissa Kaplan (2012) states, “having two minds facilitate a classroom community allows students to connect with different personalities. Co-teaching allows more opportunities for small group and one-to-one learning, and stronger modeling during lessons. The co-planning process encourages two teachers to bounce ideas off each other in order to deliver the strongest, most creative lessons” (p. 1). Selling the idea of a student teacher to parents also increases, as we no longer have to remove the veteran teacher from the classroom. When presenting co-teaching to parents, this author often shares information such as increased test scores, more one on one attention, and new ideas from an enthusiastic young teacher to the audience. Parents overwhelmingly like the idea of co-teaching when they understand the benefits to their own children.

The use of co-teaching in the PDS also makes sense in the wake of standards for teacher preparation. The National Council for the Accreditation of Teacher Education (NCATE) and Council for the Accreditation of Educator Preparation (CAEP) recognize five standards that are expected in the creation of Professional Development Schools. These standards are used to evaluate and maintain the effectiveness of PDS and the idea of co-teaching fits easily within each. In addition, the National Association of Professional Development Schools (NAPDS) has adopted the “Nine Essentials” of Professional Development Schools. In their document, “What It Means to Be a Professional Development School,” shared at its annual meeting on April

12, 2008, this organization initiated nine essential components of an effective Professional Development School. The model of co-teaching also fits well in each of these components.

The first of the Nine Essentials deals with developing a Comprehensive Mission of the school-university partnership. In every PDS site that this author has participated in, the primary focus of the partnership was to educate the children in the P-12 classrooms. Each school, in their goals for the year, has targeted the learning of children as the primary objective for each year of our partnership. By working together in a co-teaching setting, the common goal of student engagement and student learning can easily be accomplished. Also, the goals of working together as a university and school partnership has a clearer mission, and a more focused goal in the teaching of children. Finally, by using co-teaching, all stakeholders in the PDS have a predetermined mission and clear goals for what needs to be accomplished in the student teaching experience.

The second of the Nine Essentials for PDS includes the standard of a Culture of Active Engagement within a PDS. Co-teaching seems like a natural

way to develop a community of teachers and learners within the PDS parameters. In a co-teaching classroom, there is little “down time” for pre-service teachers. They are constantly engaged in the planning, implementation, and assessment of lessons, and are no longer quiet observers from the back of the classroom. Co-teaching involves the interaction of both teachers in the classroom, and the novice teacher is actively engaged from the very beginning of the student teaching experience.

The third of the Nine Essentials for Professional Development Schools is that of On-going and Reciprocal Professional Development. By receiving training and implementing co-teaching, a PDS site can take advantage of the extra hands in

Interns and Internship

BY CREATING MORE TIME TO HELP THOSE STUDENTS WHO

HAVE BEEN IDENTIFIED AS BEING IN NEED OF ASSISTANCE,

THE TEACHER AND STUDENT TEACHER CAN WORK TOGETHER

TO ACCOMPLISH THIS TASK.

3NAPDS National Conference, March 3-6, Washington, DC ⏎

NAPDS National Conference, March 3-6, Washington, DC ⏎

the classroom and the “two heads are better than one” belief that occurs in a co-teaching classroom. Since PDS schools are often the first to try new techniques and complete research about the benefits, co-teaching in a PDS is one way to both implement new strategies and meet the needs of children, by working together in a total community aspect. Many supervising teachers completed their own student teaching by being placed in a classroom where the supervising teacher was absent, with almost a “sink or swim” attitude. With co-teaching, supervisors need professional development opportunities in order to realize that it is acceptable to be present in the classroom, and that they no longer have to give up the ownership to their student teacher. Student teachers also learn that collaboration and cooperation are a key to teaching, and that it is ok to consistently work together. Training and professional development on the strategies for co-teaching, and how to work together, are keys for both parties and will certainly be impacted by on-going professional development in these areas.

The fourth area addressed by the Nine Essentials deals with a Shared Commitment to Innovative Practice. By using co-teaching in a PDS, student teachers and teachers must be more accountable to the students and each other. Choosing the appropriate teaching strategies and accompanying assessments together will allow the student teacher and classroom teacher to make more informed decisions and better teach the children they are assigned. By using more innovative practices and taking quality into consideration, the pair of teachers is apt to do a better job teaching the children and being accountable for standards and assessments they are required to teach.

The fifth of the Nine Essentials that is present in the use of co-teaching, is that of a Public Sharing of Deliberate Investigation by the Professional Development School. By deliberately working in a co-teaching atmosphere, students typically do better in their school work, since they have two teachers and more individual attention. Sharing this strategy with parents and the community has allowed schools to do a better job teaching children, and parents are appreciative knowing that a “rookie” will not be teaching their child. When we share the information about co-teaching with parents in our PDS, they appreciate the idea of more hands in the classroom, and knowing that their child’s teacher no longer has to leave the room for extended periods of time. Public sharing and accountability, is part of co-teaching that certainly fits the Nine Essentials in an easy and appreciated manner for parents and community members who have an interest in quality education.

Another idea addressed in the Nine Essentials of Professional Development Schools, is that of a Structure of On-going Governance. Adopting the strategy of co-teaching in a PDS, is one that must be carefully considered by all parties involved. The governance may change a bit, and the idea of co-teaching may impact items such as teacher

evaluation, observations, and collaboration. Administrators may need to complete teacher evaluations and observations in a different way, and university supervisors may be doing the same. However, once accommodations are made in realizing that the classroom now has two teachers, and shared teaching, this can easily be accomplished. The governance of the school will remain the same, but the acceptance of co-teaching will need to be made by all parties involved.

The eighth standard addressed by the Nine Essentials also goes with the governance structure. This area of Formal Roles of the University, and P-12 Teachers is one that will result in even more collaboration than the traditional model of student teaching. As teachers are required to collaborate and communicate more than in the past, what better way to learn this skill than in an intentional, appropriate learning environment which uses the idea of collaboration as its main focus? By planning, teaching, and assessing as a team process, student teachers will learn this skill in a developmentally appropriate way, and mentors will be able to model this in a professional manner. University supervisors will also be able to play a more collaborative role in the teaching, as they meet with the teacher and student teacher to provide feedback. While the primary focus of the feedback may be on the student teacher, noticing the role that co-teaching played in the lesson is also vital from the university faculty member. With the use of co-teaching, the roles of mentor and learner will still be in place, but in a professional, and caring way, where both parties work together to educate the children in their classroom. What better way than to begin the student teaching process in a co-teaching classroom where feedback, advice, and nurturing are always present?

According to the NAPDS standards for Professional Development Schools, the final Essential of a

PDS has to do with Shared Resources. With the implementation of co-teaching in a Professional Development School, teachers and student teachers can utilize resources more effectively on behalf of the children in their classrooms. For example, information such as Professional Development can be shared by both rookie and veteran teachers in a co-taught classroom. Learning new ideas and strategies together, can bring information to the PDS, from very different perspectives. For example, a veteran teacher may hear new information and know exactly which children can benefit from the ideas and strategies, while a beginning teacher may hear the information and apply it in a more basic way. Regardless, learning the information together and bringing the individual backgrounds to the experience, can benefit the children and learning that takes place in the classroom.

In conclusion, the use of co-teaching in Professional Development Schools, is a strategy that just make sense! Teachers and student teachers can work together toward the common goal of teaching children. Accountability and assessment can be more accurate and beneficial when two teachers are providing instruction and the supervising teacher no longer has to leave the classroom, and the use of co-teaching can easily be documented in all of the Nine Essentials for Professional Development Schools. Co-teaching is quick and easy to implement, costs little to the schools and universities involved, and provides an excellent model for the future teachers we are training. However, the ultimate winners are the children in these co-taught classrooms. With two teachers, a classroom with co-teaching will give more time, attention, and education to the children involved. Who can argue with that?

References

Bush, G. W. (2001). No Child Left Behind. Department of Education, Washington, DC. Office of the Secretary.

Kaplan, M. (2012). Collaborative Team Teaching: Challenges and Rewards. Retrieved September 2, 2015 from http://www.edutopia.org/blog/collaborative-team-teaching-challenges-rewards-marisa-kaplan

National Association of Professional Development Schools, (2001). Nine Essentials of a PDS. Retrieved, August 29, 2015 from napds.org.

St. Cloud State University. (2015) What is co-teaching? Retrieved September 2, 2015 from www.stcloudstate.edu/soe/coteaching

Nancy Melser is an Assistant Professor at Ball State University; she can be reached at nmelser@bsu.edu.

• Comprehensive Mission

• Culture of Active Engagement

• On-going and Reciprocal Professional Development.

• Shared Commitment to Innovative Practice.

• Public Sharing of Deliberate Investigation

• Structure of On-going Governance.

• Formal Roles of the University, and P-12 Teachers

• Shared Resources

4

Successful Internships Don’t Just Happen: How to Conduct A Successful Mentor/Intern ForumGray Jack, Salisbury University Melissa Reid, Buckingham Elementary School Kim Marowski, Buckingham Elementary School Jamie Fallin, Salisbury University

In January 2014 at Buckingham Elementary, the Professional Development Schools (PDS) liaison and site coordinator proposed an alternative approach to our intern orientation. In the past, we have always held an orientation at the beginning of each experience to outline expectations and review the handbook with the interns and mentors. Unfortunately, we realized that with this orientation format, communication is fairly one-sided; there is not a lot of opportunity for discussion between the mentor and the intern. During a Liaison Workshop hosted by Dr. Ron Siers at Salisbury University the previous fall, we were introduced to the benefits of conducting a Mentor/Intern Forum at the beginning of each experience.

The purpose of the forum is to encourage communication and build a stronger relationship between the mentor and the intern in order to create a more successful internship and co-teaching experience. Throughout the forum, interns and mentors participate in communication activities, value congruency exercises, and learn the role of a mentor and an intern. At the end of this initial forum, we knew that we wanted to advocate for Buckingham Elementary School to adopt the forum approach instead of the traditional format for its intern orientation. With the help of Buckingham Elementary school’s site coordinator, Melissa Reid, we were able to implement our first Mentor/Intern Forum successfully at the school in January. At the conclusion of the forum, all participants shared positive feedback about their experiences and claimed to feel more prepared to work together as co-teachers during the internship. A few of the stakeholders shared their view of the forum within this article.

INTERN: Jamie Fallin, a participant of the mentor/intern forum that was held at Buckingham Elementary School, had several positive comments to say about the forum. As an intern, she felt that this forum gave her the opportunity to build a stronger relationship both professionally and personally. The team-building activities created wonderful conversation starters which helped her learn how her mentor thought and processed ideas. One activity that she felt was the most valuable was the “value congruency” activity. With this activity, both interns and mentors were given a list of values that they rank as very important, somewhat important, and not important. First, they ranked them individually and then the two came together and discussed their rankings. This activity gave the mentors and interns a framework for understanding what each

person values themselves, and an opportunity to discuss what the other person values. One of the words was “competition” and the intern felt that personal competition was good and this was something that she values. Her mentor felt this was competing with others and was something she did not value. When they came together to discuss their answers, they both realized that everyone looks at and interprets things differently. After this exercise, she and her mentor recognized the importance of explaining and communicating with each other. Overall, this forum was a nice way to bring light to the sometimes “awkward” teaching partnership.

MENTOR: Kim Marowski, who was named one of Salisbury University’s PDS network’s Outstanding PDS mentors for 2014, was one of the mentors who participated in this forum held at Buckingham Elementary School in January. She felt that the forum gave a planned focus time to learn more about each other both professionally and personally, which led to a stronger working relationship. Our interns at Salisbury University must complete two eight-week experiences during their internship in different grades and classrooms. In a longer placement or co-teaching experience, a strong relationship would be built naturally; but in a shorter experience this can be difficult. This forum accelerated the co-teaching relationship that would naturally occur over time in a longer experience. Another valuable part of the forum was being able to learn each other’s strengths and weaknesses as well as preferences in teaching styles. This made it easier to plan and intuitively know which co-teaching strategies would work best in their classroom.

SITE COORDINATOR: Melissa Reid is the PDS site coordinator at Buckingham Elementary school and co-facilitator of the forum. In her role, she felt there were numerous benefits to the forum. One value of the forum was the opportunity the mentor and interns were given to bond with each other and begin to build a relationship. The second benefit grew out of the first, because they were allowed time to participate in a variety of communication activities that helped them build

a stronger relationship. This created a foundation for co-teaching and co-planning. Having a solid partnership between interns and mentors generates a more effective co-planning and co-teaching environment during the internship. That strong partnership and positive learning environment helps the students achieved at a higher level.

Reid felt the most valuable activity in the forum was the value congruency checklist. It gave the mentors and interns a framework for understanding what each person valued themselves, and an opportunity to discuss what

the other person valued. During the discussion there was an honest exchange of thoughts and ideas as the mentors and interns shared their beliefs. The activity enabled mentors and interns an opportunity to take their understanding of each other to a deeper level, and set up a stronger relationship.

LIAISON: The PDS liaison at Buckingham Elementary School, Gray Jack felt the forum was an enormous success on so many levels. Participants were able to generate an environment that fostered discussion between the intern and mentor. The activities touched on topics that were critical to have a successful internship, and are often times looked over because we assume that the interns and mentors discuss them on their own time. Designing and implementing this forum, created a comfortable environment where topics such as communication and roles could be discussed at length and without the distraction of everyday classroom duties. The mentors and interns were able to leave their work behind and focus on the tasks without disruption. This allowed for them to dig deeper to gain a better understanding of how they think and teach. During classroom observations, a higher level of co-planning and co-teaching occurred between the mentors and interns who had attended the forum. The communication was more effective and they each understood their role in this internship. The forum had a key role in this effective classroom learning environment.

INTERN AND MENTOR COME TOGETHER TO SHARE THEIR

RESPECTIVE LISTS AND AGREE ON THEIR TOP THREE QUALITIES.

5NAPDS National Conference, March 3-6, Washington, DC ⏎

NAPDS National Conference, March 3-6, Washington, DC ⏎

Based on our experience, we recommend the following steps in order to ensure successful implementation of a forum at any PDS site:

Step 1: Administration Buy-InPrior to conducting the first forum, we needed the school administration to understand and embrace the idea. As liaison and site coordinator, we were already convinced after attending Dr. Siers’ workshop, but we knew that we needed to also convince our administration in order to make it a reality. We held a planning session to decide how we would modify what we learned to fit our school. Ideally, the forum would take three hours, we understood that the administration would likely want to limit the length of the forum given the cost associated with substitutes. It would also address their reluctance to take teachers out of the classroom during instructional time. Therefore, we streamlined the presentation and condensed the activities to fit a two hour time slot instead. We then decided on a date, location and time that would allow us time to organize the forum and implement it effectively. At the end of that planning session, we had an agenda, presentation and other information that we would use to present to our administration. We scheduled the meeting and proposed our plan for this new forum and the administration immediately embraced this idea. With the administration’s approval, we were able to move forward with our forum.

Step 2: Forum Set-UpOnce we had the administration’s approval, we needed to decide which activities we would include in the forum that would be most beneficial and valuable given the limited amount of time we had. We knew we would have to eliminate a few of the activities that were shared with us at the fall workshop with Dr. Siers. Our administration allotted two hours and we had a lot we wanted to accomplish in that time. We agreed to have four main sections to the forum: Relationship Building Activities for Mentors and Interns; Collaboration & Communication; Why Co-Plan and Co-Teach; What is Your Role. The first part of the forum would focus on activities that would help to build strong relationships between the interns and mentors. They would participate in a variety of activities that would focus on the importance of communication. The key to a successful co-teaching experience is to learn how to communicate with each other. The communication activities would allow the interns and mentors to individually answer questions and come together as partners to discuss their answers. The goal of these exercises is to identify preferred styles of communication and the best way to give feedback during the internship. Another important and relevant activity emphasizes value and self-discovery. With this activity, interns and mentors are given a list of values that they must rank as very important, somewhat important, and not important. First they rank them individually and then the two come together and discuss their choices. This activity is one of the most

valuable because it gives the mentors and interns a framework for understanding what each person values, and an opportunity to discuss what the other person values. They are able to have an honest discussion about their beliefs and values. The activity enables mentors and interns to take their understanding of each other to a deeper level, with the hopes of establishing a stronger, more meaningful relationship.

The second section of the forum would focus on collaboration and communication. This format would be a discussion that emphasizes the importance of knowing how to communicate when dealing with difficult topics and situations that may arise during an internship experience. After the mentor and intern discuss the ideas presented, they are able to understand how each other handle difficult situations and they are better prepared to tackle these tough situations when and if they arise.

Once the interns and mentors learn how to communicate, the next section of the forum emphasizes the importance of co-planning and co-teaching. Being able to communicate effectively will help this element of the internship run smoothly. During this section, instead of activities, participants would be shown data and research that demonstrate the benefits of co-teaching. We address myths and realities and encourage dialogue between interns and mentors on the value of co-teaching and how to effectively implement it in the classroom. The last portion of this section would explain different types of co-teaching strategies that the interns and mentors could use in their classroom.

To end the forum, the participants would learn their role in this internship experience. The first handout would focus on the mentor. This activity would allow for each intern and mentor to list characteristics that they feel are important in a strong mentor. After a few minutes the intern and mentor would come together to share their respective lists and then would agree on their top three qualities. Once the mentor characteristics have been discussed, the exercise would be repeated, but with the focus on the interns instead. The goal for this section is for the interns and mentors to learn how they are viewed by one another.

Step 3: Be PreparedFinally, you must be prepared for the day of the forum. Make sure the room has been reserved and the equipment that you will need for the day of the forum is available. Contact the technology coach to assist with the computer set-up and to meet you the day of the forum. Be organized and create folders with agendas and the handouts that they will use during the forum. Chocolate always keeps teachers

and interns happy so include some on the table and/or offer light refreshments during the forum. Create an evaluation form to help you identify what worked or what areas need improvement.

CONCLUSIONMentor/Intern Forums can be an effective tool for all PDS stakeholders. Buckingham Elementary School found their experience with a forum to be very productive and has committed to continuing this practice moving forward. Taking the time to implement one is a valuable learning experience for all parties involved. The information gleaned in forums supports the professional growth and development of interns and mentors as well as promotes continued program and school improvement for PDS liaisons and on-site coordinators respectively. The benefits are endless.

References:

Heck, T., Bacharach, N., Dahlberg K., Ofstedal, K., Mann, B., Wellik, J., & Dank, M. (2010). Mentoring teacher candidates through co-teaching: Collaboration that makes a difference. St. Cloud, MN: Teacher Quality Enhancement Center.

Gray Jack is a PDS Liaison and Supervisor at Salisbury University; she can be reached at cgjack@salisbury.edu. Melissa Reid is a PDS Site Coordinator at Buckingham Elementary School; she can be reached at mreid748@gmail.com. Kim Marowski is a PDS Mentor at Buckingham Elementary School; she can be reached atKHMarowski@mail.worcester.k12.md.us. Jamie Fallin is a Salisbury University Intern; she can be reached at JlFallin@verizon.net.

BUCKINGHAM ELEMENTARY SCHOOL FOUND THEIR EXPERIENCE WITH A FORUM TO BE VERY PRODUCTIVE AND HAS COMMITTED TO CONTINUING THIS PRACTICE.

6

A Recipe for Urban Literacy Success: Using a School Librarian and a ProfessorSherri Weber, The State University New York, Buffalo State Laura Thomson, King Center Charter School

IntroductionAs an urban school where 94% of the student population qualify for the Free or Reduced Lunch program, the King Center Charter School in Buffalo, NY, witnesses daily the effects that poverty has on parents’ ability to provide the background of enriching activities expected by the Common Core Standards, especially when it comes to literacy and book exposure. Laura Thomson, the school librarian at the King Center, and Sherri Weber, a literacy professor at SUNY, Buffalo State have entered into a Professional Development School (PDS) partnership via a Saturday morning reading program known as Book Club. The goals of Book Club are twofold: to provide King Center students in kindergarten through sixth grade with positive interactions around a variety of reading material, while at the same time to give pre-service teachers studying at Buffalo State the opportunity to develop and implement literacy-based lessons to small groups of students. The “recipe” for this partnership is outlined below.

Ingredients and DirectionsAs with any recipe, a desired final product relies on the correct preparation of all ingredients and the accurate implementation of the procedure. Preparation for Book Club begins the first week of the college semester, when the authors together present the assignment to the students in Sherri’s “Introduction to Literacy” education course. In addition to explaining the requirements expected of volunteer “Reading Buddies,” they also model an effective read-aloud, provide examples of ELA-rich follow-up activities, and share advice from Reading Buddies from past semesters.

For each Saturday Book Club teacher candidates sign up to attend, they must choose a fiction or nonfiction book that fits the theme of the week (e.g., Halloween, fractured fairy tales, Dr. Seuss, etc.). They plan a lesson that includes how they will introduce their book, vocabulary words they will teach their elementary school students, ways to keep the King Center students engaged during the story, and a follow-up activity designed to enhance the children’s understanding of the book. College students may email their lesson plans to the authors for feedback. They may also request a specific age group of children to work with.

On Saturday morning, the college students are assigned a small group of one to three King Center students. For an hour and fifteen minutes, the college students are tasked with implementing their lesson plans with their small groups in an assigned area around the school.

During this time, the college professor observes the pre-service teachers to provide constructive feedback that is emailed to them later in the week.

To conclude the morning, all participants reconvene for a large group activity to tie together the theme of the week. Past large group activities have included musical performances by local ensembles, a magic show performed by a magician in the community, and a science demonstration by a former employee of the Buffalo Science Museum.

Twice per year, Sherri holds a workshop for the parents to attend during Book Club, going over topics such as reading aloud with children at home and phonics instruction that parents can do with their children. After Book Club and the Parent Workshop, the families come together for a party sponsored by the King Center Parent Teacher Organization and a book-giveaway for families.

The Final ProductThe PDS partnership between Buffalo State and the King Center creates “a school-university culture committed to the preparation of future educators that embraces their active engagement in the school community.” It benefits King Center students and their families while it is simultaneously providing invaluable experience to Buffalo State pre-service teachers. The twenty-five King Center students who attend Book Club are immersed in an academically enriching environment centered on reading and discussing books, an experience that families living in poverty are typically not able to provide. The requirement of the Common Core Standards that students “seek the wide, deep, and thoughtful engagement with high-quality literary and informational texts that builds knowledge, enlarges experience, and broadens worldviews” is fulfilled through Book Club; additionally, the teacher candidates plan lessons that are aligned to Common Core Standards. King Center students also build positive relationships with college students in their community. This connection is important for students who come from communities where very few people they know have gone to college. Finally, Book Club creates for the children a warm and positive association with books and promotes a love of reading simply for pleasure.

The practical nature of their participation in Book Club teaches Buffalo State students in ways that are impossible to recreate in a classroom setting. First, students are able to bring theory and methodology they have learned in class and immediately put it into practice. One student stated, “Learning about balanced literacy

programs and all the components involved and going out and experiencing and providing a read aloud for a student are two totally different things. I feel that Book Club has provided me with a great experience and practice for my future career.” Their notes and readings come alive at Book Club.

Second, teacher candidates learn flexibility when they have to differentiate instruction and/or their activity after they are assigned a student of a different grade or reading level than they were expecting, when a student joins the group late, and when they are assigned more or fewer students than they had anticipated. Third, college students sharpen their teacher communication skills when interacting with parents dropping off or picking up their Book Club, an opportunity not usually afforded in field placements.

Finally, teacher candidates practice building an appropriate rapport with students who come to Book Club. They are able to practice behavior management techniques and establish themselves as the adult in charge with a less intimidating small group of students, rather than in front of an entire classroom. At the same time, these college students also practice establishing a relationship with their children to build a community of learners in a safe and positive environment.

ConclusionIt is apparent that this Book Club recipe truly benefits and exemplifies the vision and mission of the PDS partnership. It is both a privilege to witness its rewards each and every week, and watch the positive effects of literacy grow.

References

National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards for English language arts and literacy in history/social studies, science, and technical subjects. Washington, DC: Authors.

Reardon, S. F. (2013, April 27). No rich child left behind. The New York Times. Retrieved from http://opinionator.blogs.nytimes.com/2013/04/27/no-rich-child-left-behind/?_r=0

Sherri Weber is an Assistant Professor in the Elementary Education and Reading Department at The State University New York, Buffalo State; she can be reached at webersm@buffalostate.edu. Laura Thomson is the Librarian and Enrichment Program Coordinator at the King Center Charter School; she can be reached at lthomson@kccs.org.

PDS Partners and Partnerships7

NAPDS National Conference, March 3-6, Washington, DC ⏎

NAPDS National Conference, March 3-6, Washington, DC ⏎

How a PDS Partnership Used Cooperation and Collaboration to Build a Community of Learners and Prepare the Next Generation of TeachersJon Yoshioka, University of Hawaii at Manoa Vail Matsumoto, University of Hawaii at Manoa, Cesceli Nakamura, Waipahu High School Ritchilda Yasana, Waipahu High School Benjamin Boltz, Waipahu High School

Successful Professional Development School (PDS) partnerships (SPDSPs) do more than just provide classroom placements for teacher candidates (TCs). SPDSPs create an environment where all stakeholders, regardless of personality or talent, work together to create successful learning outcomes while keeping each other’s needs in mind. As per NAPDS Essential 1: our SPDSP focuses on 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. To achieve this end, we began by asking, “What can we do for you?” This simple question opened the door to heretofore unavailable learning opportunities which were designed to build community among all PDS stakeholders.

One of the things that allowed us to be successful is the structure of our program and partnership. Our program is a Master of Education in Teaching (MEdT) program that typically has placements in a variety of elementary and secondary schools. We decided that this split our focus and energy in too many different ways. So, for our previous cohort we decided to focus on placing all of our TCs at one partner school. This allowed us to focus directly on NAPDS Essential 2: creating a school-university culture committed to the preparation of future educators that embraces their active engagement in the school community. Since all TCs were located at one school, we developed a “critical mass” of candidates, which allowed TCs to increase their hours of field work and become contributing members of the school and greater community. This is an ongoing process. The relationships between stakeholders started with carefully designed learning experiences that helped TCs understand the socio-cultural, historical and political nature of their relationships within the school community, the University setting, and with their peers.

We began by asking our PDS partners for input that included their needs. This initial dialogue became a signature part of the relationship and remains ongoing. Through these conversations, we were able to determine where our TCs’ skills would be best put to use. An additional benefit was that our TCs were immediately welcomed as contributing members of the PDS community and received opportunities not normally associated with a traditional “school

placement.” The PDS administration treated our TCs like faculty members, holding them to the same high standards, expecting good work ethic, professionalism, collegiality and ethical behavior. We started the cohort by having a two-day in-depth orientation that included all school-wide policies, initiatives, and strategies. The primary benefit of the orientation was that our TCs immediately felt like members of the community and not “guests” of the school. Clearly, this reciprocal relationship was important to the school, as evidenced by the various administrators taking time out of their day to address the group, to the issuing of school IDs, and the inclusion of TCs immediately into action groups, house meetings, department meetings, focus groups, and the like.

The immediate welcoming and inclusion of our TCs into the school community provided them with a variety of benefits. The PDS’s open door policy on campus encouraged all of the faculty and staff to embrace and mentor the TCs which allowed our TCs to interview and observe Special Education teachers, English Language Learner teachers, and a variety of different content area teachers. TCs were also given free reign to help advise and work with clubs, organizations, and athletics. These relationships provided our TCs with the opportunity to (a) apply for paid tutoring positions, (b) take on leadership roles, (c) serve as Senior Project judges, (d) plan and execute a school-wide community fair, (e) enroll in a Substitute Teaching course tailored to the TCs’ schedule and needs, (f) teach summer school and simultaneously take a University class designed to incorporate the PDS’s (summer school teaching) and University’s (curriculum development and field experience) needs.

The reciprocal nature of the PDS relationship allowed our TCs to (a) fill open positions on campus as emergency hires, long-term substitutes and in contracted teacher positions, (b) tutor students after school in a variety of

areas, including but not limited to, SAT/ACT prep, core subjects, freshmen in a Summer Bridge program, college bound students with deficient SAT scores, athletes on academic probation, Advanced Placement students, (c) make community contributions like working together as a team to collaborate, innovate, and execute a large school/community project which meets Hawaii’s Department of Education’s General Learner Outcomes.

Our mutually beneficial SPDSP also allowed both parties to focus on NAPDS Essential 3: ongoing and reciprocal professional development for all participants guided by need. During the past year, our TCs and the PDS

have shared a variety of resources including (a) offering professional development opportunities for TCs and PDS personnel in a variety of areas including the use of technology (e.g., Smartboards, apps, etc.), (b) including TCs in the PDS’s ongoing new teacher mentoring sessions and (c) content and pedagogical resource sharing. The University courses also contribute to this need-based focus by (a) creating the summer elective course where TCs taught or co-taught courses that provided the partner school with the ability to staff and offer more selections of summer courses for their students, (b) giving TCs additional opportunities for field experience prior to student teaching through real-world experience with support and the opportunity to develop curricula, (c) making the TCs’ capstone project focus on topics and issues relevant to the classroom and valuable to the context of the school and something that would be of benefit to the school and associated stakeholders, (d) hosting a statewide Job Fair where TCs volunteered as manpower and were able to experience the event as an observer, had opportunities to talk with administrators and engage in community service to the educational community of Hawaii.

WE MUST BE FLEXIBLE ENOUGH TO HANDLE THE UNEXPECTED EVENTS THAT OCCUR WHEN PEOPLE GET PROMOTED, MOVE INTO NEW JOBS, RETIRE, OR WHEN THE PARTNER SCHOOL TAKES ON NEW INITIATIVES.

8

Our team of University and PDS personnel show commitment to NAPDS Essential 4: a shared commitment to innovative and reflective practice by all participants and Essential 5: engagement in and public sharing of the results of deliberate investigations of practice by respective participants by collaborating on research and projects that later become presentations for conferences and papers for publication. In the past year, members of our team have presented at and have papers published in international, national, and local conferences and journals.

There are critical issues to consider, including (a) committing to honor a mutually beneficial relationship and make it the priority for all stakeholders, (b) having TCs serve as willing volunteers in a variety of roles, (c) documenting and publicizing the PDS’s teachers’ best practices, which may have formerly been unrecognized or underappreciated, (d) honoring outstanding programs at the school, to enhance what is already in place, and to help fill any remaining gaps, (e) having TCs serve as a means of gathering new ideas and strategies, (f) and having TCs fill substitute teaching jobs, emergency hire positions, and become part of

a high-quality pool of applicants familiar with the school and its culture to hire for openings.

Our future plans include a Master’s degree program for our mentor teachers, starting in the fall, which is only open to cohort mentor teachers and will provide partial tuition stipends as a way of giving back to the school. The partner school benefits because their mentor teachers have a convenient, affordable and relevant way to obtain a graduate degree if they do not already have one. The University benefits through the cultivation of high quality faculty mentors and a strengthened partnership with the PDS. Second, we hope to work with the Comprehensive Student Support System (CSSS) and special population counselors who are interested in having TCs mentor members of the homeless student population on campus. Our third goal is the formation of a teacher panel with members from the complex’s elementary, middle, and high schools to keep current with each other’s needs. A fourth goal is to develop a community tour focusing on the poverty stricken areas that will allow us to partner with the federal Weed & Seed program, led by police officers. Providing a Professional Showcase for the TCs’ professional portfolios is our fifth goal. This event will showcase the school, validating not only the work the faculty members have done with the TCs but also evidence other work being done at the school. A sixth goal is a commitment to ensure that future community contribution topics are based on the needs of the partner school and focus on the suggestions from various school departments, personnel and administrators. Focusing on community outreach is our seventh

goal. This will be done by volunteering to tutor at homeless shelters in the partner school’s community. Contributing to ongoing support and mentorship for first-year teachers at the partner school site is our final goal.

Our relationships are constantly evolving and by extension, so is our PDS-University connection. We must be flexible enough to handle the unexpected events that occur when people get promoted, move into new jobs, retire, or when the partner school takes on new initiatives. We built our SPDSP with NAPDS Essential 7 (a structure that allows all participants a forum for ongoing governance, reflection, and collaboration) in mind and when any of these events occur, we adapt accordingly and willingly, always with the commitment to strengthen the PDS community at the forefront.

Jon Yoshioka is an Associate Professor and the Cohort Coordinator in the Master of Education in Teaching program at the University of Hawaii at Manoa; he can be reached at jonyoshi@hawaii.edu. Vail Matsumoto is an Instructor and Cohort Coordinator in the MEdT program at the University of Hawaii at Manoa; she can be reached at vail@hawaii.edu. Cesceli Nakamura is a School Improvement Resource Teacher at Waipahu High School; she can be reached at Cesceli_Nakamura/WAIPAHUH/HIDOE@notes.k12.hi.us. Ritchilda Yasana is a Math Teacher at Waipahu High School; she can be reached at yasana@hawaii.edu. Benjamin Boltz is an English Teacher at Waipahu High School; he can be reached at bboltz@hawaii.edu.

edTPA, both in understanding the prompts and in supporting your students to use language functions, discourse, and syntax as they work to construct knowledge. You are moving away from a student and becoming a teacher; it’s time to talk shop, teacher-shop, that is.

Tip 4: Be one with your mobile devices and movie editing software. Task 2 requires that you submit film of yourself teaching. If you are uncomfortable using a camera, film events in your life like weddings, graduation parties, and vacations. Practice getting the film off your device and into a program that allows you to edit and, if needed, compress the file. Decide what tools you want to use: iMovie, Movie Maker, Handbrake, et cetera. Do not wait until student teaching to be skilled with recording, transferring, editing, and exporting video. Additionally, as you begin your placement, make friends with the Library Media Specialist. This professional may have equipment and “know-how” to support you with video demands. Set up your camera equipment at least a day ahead of time; this allows you to test audio and camera placement. Note that many camcorders record in HD, but that’s not necessary for the edTPA, so consider

changing the settings on your device to create a smaller file. When the day of the learning segment arrives: lights, camera, edTPA!

Tip 5: Make like an investigator and collect evidence. Throughout the edTPA process, document and save evidence of your ability to instruct and give meaningful feedback to students to guide their learning. Task 2 requires that you document your instructional skills with video clips and commentary. Select clips that emphasize how you were able to provide effective instruction and explain your reasoning in your commentary. Move from the generic to the specific in your commentary by referencing key moments from your video clips using timestamps. In preparation for Task 3, videotape or audio record yourself giving students feedback. Some handbooks require it; others just offer it as an option. You might find that you gave excellent verbal feedback that supports the prompts in Task 3. If you don’t capture those moments, you can’t prove they happened. If you end up not using the clips, that’s fine. It’s better to be safe than sorry. Consult your cooperating teacher for additional ways to collect evidence.

Completing the edTPA portfolio will require time and organization on your part. However, realize that you are not alone in the process. Thousands of student teachers across the nation are completing edTPA portfolios (AACTE, 2015). Look for others in your building and build an informal network of support. Engage in reflective dialogue with your cooperating teacher and university supervisor about teaching and learning. Finally, recognize that the edTPA provides you with a platform to demonstrate your skills in planning, instruction, and assessment.

References

AACTE. (2015). edTPA. Retrieved from http://edtpa.aacte.org/

Denton, D.W. (2014). PassedTPA: Strategies for passing edTPA. Retrieved from http://www.passedtpa.com/

Lindsay Hollingsworth is an Assistant Professor at the University of Wisconsin-Platteville; she can be reached at hollingswoli@uwplatt.edu. Jessica Brogley is a Lecturer at the University of Wisconsin-Platteville; she can be reached at brogleyjes@uwplatt.edu.

OUR RELATIONSHIPS ARE CONSTANTLY

EVOLVING.

Navigating the edTPA CONTINUED FROM PAGE 1

9NAPDS National Conference, March 3-6, Washington, DC ⏎

NAPDS National Conference, March 3-6, Washington, DC ⏎

Editors’ Corner

Ron Siers, Jr., Salisbury University Cathy Ramey, Mardela Middle & High School Jenny McFadden, Salisbury University Sara Elburn, Salisbury University Emily Hoffman, Salisbury University

Our editorial team is excited to bring you the Winter 2016 edition of PDS Partners. Articles submitted and reviewed for this edition come from New York, Hawaii, Pennsylvania, Maryland, Texas, Wisconsin, and Indiana.

As educators, it is a challenge to be able to measure our impact on the lives of our students. Some of us may have kept a running tally of how many students have been in our classrooms, and then inferred how many lives we have impacted throughout our careers. As members of PDS networks, our influence extends beyond the walls of our own classrooms and into the future classrooms of the teacher candidates with whom we shepherd into the profession. Our passion, professionalism and commitment serve as models for future teachers. One could state that the number of students whose lives we touch multiplies.

By increasing the collective intelligence within the organization, PDS multipliers boost the capacity of all stakeholders to produce more. Liz Wiseman (2010) posits that multipliers within organizations utilize the unique attributes and intelligence of individual members to create and foster an environment where collective energy, innovation and genius flourish. According to Wiseman (2010), multipliers are able to produce twice as much from individuals than diminishers. PDS multipliers help those within their organization grow professionally and personally. They develop an environment that is highly motivating and challenging. Decisions are achieved after robust discussions followed by high expectations for transformational results. PDS multipliers invest time and energy into others because they care deeply about the mission and vision of PDS work. Our editorial staff hopes that all of our PDS partners can leverage their resources this year to become multipliers within their learning organizations.

We welcome your thoughts, comments, concerns, and ideas for our magazine and look forward to seeing you at the NAPDS Conference in Washington, D.C. in March of 2016.

References

Wiseman, L. (2010). Multipliers: How the best leaders make everyone smarter. New York, NY: HarperCollins Publishers.

Ron is an Associate Professor, Chair and PDS Liaison at Salisbury University (Salisbury, MD); he can be reached at rrsiers@salisbury.edu.

Cathy is a History Teacher at Mardela Middle & High School (Mardela Springs, MD), a veteran Mentor Teacher and Site Coordinator for the Wicomico County PDS partnership; she can be reached at cramey@wcboe.org. Jenny is a Doctoral Student at Salisbury University; she can be reached at SWEDSpec5@salisbury.edu. Sara is the Regional Professional Development Schools Coordinator at Salisbury University; she can be reached at sjelburn@salisbury.edu. Emily is a Graduate Assistant in the Department of Education Specialties at Salisbury University; she can be reached at ehoffman1@gulls.salisbury.edu.

NAPDS Leadership AssociationPresident: Marcy Keifer-Kennedy, Ohio UniversityPresident Elect: Donnan Stoicovy, State College Area School

District, PAPast President: Cindy Stunkard, Kutztown UniversitySecretary: Drew Polly, University of North Carolina CharlotteCFO: Doug Rogers, Baylor University

Board of Directors: Karen Hassell, Retired, Waco, Texas Rebecca West Burns, University of South Florida Michael Cosenza, California Lutheran University

Committee Chairs:Membership & Elections: Krystal Goree, Baylor

UniversityConferences & Programs: Jean Eagle, Miami University,

OhioAwards: Peggy Lewis, Ball State UniversityPolicy & External Relations: Danielle Dennis, University

of South FloridaPublications & Communications: VacantWeb/Social Media: Nanette Marcum-Dietrich,

Millersville UniversityJournal Editor: Kristien Zenkov, George Mason UniversityMagazine Editor: Ron Siers Jr., Salisbury UniversityStories From the Field Editor: Tom Habowski, Lampeter-

Strasburg School

10

PDS Partnership Ideas to Promote College and Career ReadinessDeborah Krist, Our Lady of Angels Regional Elementary School Judith White, Saint Anthony of Padua School Louise Whitelaw, Neumann University

Background and DemographicsNeumann University is located in Southeastern Pennsylvania. Founded and sponsored by the Sisters of St. Francis of Philadelphia, Neumann is a private, Catholic, co-educational University rooted in the Franciscan tradition, which emphasizes respect for individuals, concern for the environment, and social responsibility. With close to 3,000 undergraduates, there are approximately 250 in the undergraduate education major who typically move through the program in cohort fashion, taking their education courses in planned blocks. Likewise, undergraduates participate in clinical field experience each semester in a variety of settings (preschool, elementary; urban, suburban; public, private, charter, Catholic; special education, inclusion, etc.). These field experiences support and continually apply their Neumann University course work and theoretical understandings as required for dual certification (PreK-4/Special Education K-8) and an education degree. The clinical field experiences also follow a plan to ensure diversity of experience and to best prepare students for a future teaching career. Under the leadership and vision of the Dean of the Division of Education and Human Services, it was determined that a professional development partnership would significantly enhance Neumann’s clinical field experience model and serve our committed partner schools. It was decided amongst the education faculty that the Neumann students would benefit by additional support and mentoring earlier in their education program during field experience with these particular partners and that Neumann would be able to develop a synergistic relationship with the partners.

A Common VisionOne field experience “block” that undergraduates take part in during their sophomore year is a Catholic school placement in a Pre-K-4 classroom setting. The Catholic school placement is important to support the mission, identity, and vision of Neumann University. The Professional Development Partnership was developed at this level of field experience for several reasons. First, the partners (Our Lady of Angels and Saint Anthony of Padua Schools), by design, have some sense of shared mission with Neumann University and the Franciscan tradition. As well, sharing resources are welcomed by all partners and thankfully our partners were willing to engage in this collaboration.

Each partner entering into this Professional Development School (PDS) partnership had aspects of a common vision already in place, such

as being a Catholic institution and supporting the Franciscan values of respect for others, care of the environment, academic excellence, emotional and spiritual growth of the student, service to others, and the consideration of the global and technological community. These aspects of the shared vision have been critical to every decision made, every event planned, and the entire PDS partnership. Our partnership has and will continue to successfully cater to the teachers and all of the students, Pre-K-16, who are served by the partner institutions.

Promoting College and Career ReadinessIn order to serve our partners and students, a liaison was hired to spend extra time with the Neumann students (approximately 10-15 per cohort) on-site at the Catholic schools to support them in the classrooms as they engaged with PreK-4 students and mentor teachers. The intensive mentoring by our liaison, a retired teacher and principal, was provided to our beginning students (those who were early in the field experience continuum). While on-site, the Neumann University PDS liaison exchanged ideas with mentor teachers and was asked to conduct professional development or provide speakers for the Catholic school teachers on topics such as “The Catholic Identity” and the “interactive student notebook.” Some teachers also came to the Neumann campus to attend a professional development experience on Autism.

On occasion, our PDS liaison stayed and had lunch with the teachers to develop rapport. She attended special events when on-site, such as a Thanksgiving Turkey luncheon, to continue to develop a presence in the schools and to look for opportunities to support the schools, teachers, and students of the partner schools, as well as the field experience students of Neumann University. Likewise, the Catholic school teachers and administrators provided tireless mentoring and opportunities to the Neumann students during their field experience. Research indicates that new and pre-service teachers benefit from watching experienced teachers in their classrooms and that productive collaboration among teachers is beneficial to all (Gilbert, 2005).

In addition to the University’s students engaging in the field experience on-site, we welcomed the

young students from our PreK-8 counterparts to engage with Neumann students on our campus. This activity served to promote both career readiness for Neumann students and college readiness for the children from our school counterparts. These activities support NAPDS Essential #4: A shared commitment to innovative and reflective practice by all participants.

For example, the middle school students from Our Lady of Angels School came to campus and took the official admissions tour of the university; they then met with the Neumann student leaders and the campus ministers where they talked about student leadership and service opportunities. The NU students (COR team) who met with OLA students are identified as university student leaders who “are dedicated to making positive change in the world.” Students then participated in a “lunch and learn” with education majors who engaged with the middle school students by using some of the latest technologies found in the classroom. The participants were asked to complete a reflection at the end of the day; they were asked to “describe something that made an impression on you today and something that you would like to know more about.” Most of the students reflected on making a new friend or connecting with a college student and learning about college life. They wrote about having fun and wanting to learn more about college life at Neumann. Comments included: “I loved the

people I met. I loved learning about the students who go here. I would like to learn more about academic life here and the ministry.”

Principal’s PerspectiveDuring the 2013-2014 school year, St. Anthony of Padua Grade School in Wilmington, Delaware, had the pleasure of joining with Neumann University in a new partnership. As a graduate of Neumann University, Judith White was extremely excited to expand the traditional hosting of undergraduate pre-service teachers. In previous years, the principal had the pleasure of assigning Neumann students to work side-by-side in the classrooms with experienced, licensed, and certified teachers. This year, the program flourished with the addition of staff

PDS Inquiries and Ideas

ASPECTS OF THE SHARED VISION HAVE BEEN CRITICAL TO EVERY DECISION MADE, EVERY EVENT PLANNED, AND

THE ENTIRE PDS PARTNERSHIP

PDS Partnership Ideas CONTINUED ON PAGE 15

11NAPDS National Conference, March 3-6, Washington, DC ⏎

NAPDS National Conference, March 3-6, Washington, DC ⏎

Public Schools as Sites for Innovative PracticeLoretta Butler, Manhattanville College Susan Ostrofsky, Mount Kisco Elementary School Karen Eldon, Bedford Village Elementary School Marissa Bonitatibus, Mount Kisco Elementary School Lindley Gallace, Fox Lane Middle School

A Winning Solution: a clinical internship model that embeds pre-service teachers in a local public school district which increases their readiness to teach while providing the district with qualified substitutes

The need for better preparation of pre-service teachers ready to face the challenges of teaching in today’s society requires a redesign of current models. Bedford Central School District (BCSD) joined in this effort with Manhattanville College after forming a Professional Development School (PDS) Partnership. We changed the current traditional construct of the School of Education candidates completing their course requirements, while conducting field observation hours independently, to a deeper site- based structure. Manhattanville students attend graduate classes in our elementary and middle schools, and complete their fieldwork in classrooms as a cohort, debriefing with both

BCSD staff and their college professor after these visits. Student reflections indicate the depth of these observations. We then redefined the semester(s) prior to student teaching, creating paid internship positions which embed these pre-service teachers in our district schools. This unique model sets us apart from other districts with our current program allowing for forty interns district wide. These structures are in addition to the more traditional elements of a PDS, such as fellows, field observers, etc. What follows is a description of our model, the history of its origin and the benefits for staff and students alike.

HistoryOur design is based on a combination of need and innovation. A need for quality substitute teachers emerged in the district five years ago. At the same time we entered into a PDS partnership with a small local college with a strong graduate education program. Our initial partnering was

limited to the middle school. Small steps led to a strong partnering with site based classes welcomed into the school during the school day. Student teachers were carefully placed and the quality of these candidates coupled with the commitment on the part of the BCSD staff led to the beginnings of our internship program. A job description was drafted and distributed on campus. Candidates submitted resumes and letters of interest and were interviewed by the administrative team. Those offered positions became part of the BCSD faculty. This was essential in perpetuating the success of the

model. ALL interns needed to be considered district employees with all of the benefits and all of the expectations for staff. They followed the school calendar, were offered the same professional development opportunities and attended all faculty meetings. They maintained their college status as graduate students taking courses toward their degree after school and evenings. The compensation is listed as $12,000 annual salary with two personal and two sick days. Word of the benefits of these interns spread around the district, and more schools and principals expressed their interest. We have slowly expanded the program to encompass all five elementary schools as well as the middle and high schools. At present, up to forty interns are hired and placed annually.

The ModelInterns in BCSD are assigned to “coach” teachers or grade level teams when not assigned to substitute. There they learn content and proper pedagogy, learn to use appropriate assessment tools and classroom management techniques. Teachers give feedback and guidance to these pre-service teachers and play an integral part in their clinical training and preparation. An Intern Coordinator completes “walk-throughs” and offers insight into their teaching and learning. Interns deliver small and whole group instruction under the guidance of these coach teachers. They follow school protocols and become part of the larger school community. They implement their emerging teaching skills and build on best practices to further their growth.

Continual improvements have been made since the start of the program. When a need for administrative feedback came from the interns, we drafted a feedback form for principals to use with scheduled visits of four times a year. Monthly check-in meetings became part of the

SMALL STEPS LED TO A STRONG PARTNERING WITH SITE BASED CLASSES.

Public Schools as Sites CONTINUED ON PAGE 15

12

Powerful iPad Practices in a PDSJudy Sherman, Hood College Sara Gartrell, Whittier Elementary School

This was an offer to good to pass up! Hood College in Frederick, Maryland, was awarding grants to instructors who would incorporate the use of iPads in their courses. We submitted a proposal and received a grant to outfit each Phase II Early Childhood and Elementary/Special Education intern with an iPad to use for one semester in their two required reading courses, EDUC 317: Materials for Teaching Reading and EDUC 340: Assessment of Reading Instruction. These candidates were in their first semester of their 100-day internship, and one class was taught off-campus for part of the semester at a Professional Development School (PDS). The interns and I explored and implemented a collaborative and ongoing menu of activities as the semester unfolded. Not only did candidates use their iPads in their class, but they expanded iPad use into their own PDS placements.

Sara Gartrell continued iPad use after class concluded for intervention purposes the following semester as an independent study. The purpose of the independent study was to provide remediation while promoting literacy by using the iPad in her PDS classroom. Sara’s project utilized specific apps tailored to the identified needs of her student that focused on phonemic awareness and sight words. As Sara shared, “I wanted to do an independent study with the iPad and literacy because technology is becoming such an integral part of society, and it needs to be reflected in the classroom as well. The research and project proved that by incorporating technology such as the iPad, an engaging and motivating learning environment was created for the student.”

The iPad can be a powerful instructional tool in the area of literacy. Although it is clear that we need to use 21st century technology in our literacy instruction (International Reading Association, 2009), what is not as clear is how we can prepare our pre-service teachers to do this. We saw this iPad initiative as a perfect opportunity to provide needed ongoing professional development (NAPDS Essential 3) and to engage candidates in an innovative instructional practice in a reflective manner (NAPDS Essential 4). A recognized practice for effective teacher training is for colleges to provide activities for interns to use technology both to learn and to instruct (Biancarosa & Griffiths, 2012). So why use the iPad? Summarizing from several researchers (Harris & Hofer, 2009;

Hutchison, Beschorner, & Schmidt-Crawford, 2012) and our collective observations, iPad use….

• increases student engagement because it’s interactive and motivating;

• provides a Universal Design of Learning mode to customize instruction to meet the needs of diverse learners;

• can help students acquire 21st century technology skills;

• can reinforce and enhance content curriculum;• is portable and can be accessed at home and

at school;• can organize and store information;• is a way of life for today’s students.

Common sense, however, tells us that all that glitters is not gold. We wanted to make sure that we used the iPad meaningfully and not just as a contrived gimmick. For the project design, we established two basic purposes. One was to enhance content knowledge acquisition in literacy incorporating iPad applications. The other was to have interns use their iPads in their instruction. Accordingly, we crafted the syllabi and independent study in a flexible manner to enhance what we were learning in class as well as to design hands-on activities that could be used in PDS settings. To gauge the effectiveness of the grant project and Sara’s intervention, pre- and post-surveys were administered and weekly class reflection sheets were completed.

As we examined literary genres, we used iPads to pull up examples of the genre, author and illustrator biographies and websites and other informative resources. This became especially useful as we started to work on using multiple resources to analyze literary pieces, a focus of both College and Career Readiness Standards and Partnership for the Assessment of Readiness for College and

Career items. Then we would engage in at least one activity that supplemented the genre content by having an interactive, hands-on experience utilizing the iPad and/or an app in some way. When we were discussing biographies and autobiographies, interns used Scribble Press to write and illustrate “All About Me” stories. Utilizing the iPad’s recording capabilities, interns could interview and video students in their PDS. Once the PDS students were trained in iPad use, these students could sign out an iPad to take home and interview a family member. This was especially helpful in the PDS where we held class as this PDS was a very diverse school with a fair number of non-native English speakers. As one intern said, “It’s a great way to differentiate and provide one-on-one instruction, especially for

ELLs. My little guy loved interviewing his abuela (grandmother)!” The multimodality features also helped address different learning styles as biographies could be typed, taped, photographed, videoed, drawn, or use clip art.

Other ways we used the iPad were with Sticky Notes to take notes, categorize, compare, contrast, use vocabulary, and answer questions related to the class content. Candidates recorded and videotaped each other as Peer Producers for their Book Talks to review and reflect on their performances. Writing was a PDS focus so we used the iPad to have students type and record their work and then reread and illustrate. During a review session, the intern would ask comprehension and vocabulary questions while editing and refining the writing. Any revisions could be made immediately and painlessly on the iPad. An additional benefit was that the student could go back at any time and listen to the story as well as to share it with the class. Favorite sites that were regularly accessed for ideas and activities included pinterest (especially for engineering and design information), anything Googled, lifeprint.com (for American Sign Language) Story Wheel, Toontastic, Primary Writer, Fables, and, of course, the ubiquitous YouTube! Our culminating activity was an iPad App Gallery Walk where interns shared and demonstrated a favorite, free, literacy app. These were compiled and posted electronically for the department to use.

One of the most rewarding experiences and one that supported our PDS (NAPDS, Essential 4) had our candidates providing a before-school literacy intervention on alphabet recognition, sight words, and phonemic awareness using free iPad apps. Sara continued this type of support using Sight Words, Sight Touch, Reading Raven, PB Phonics, and Articulation Station.

All good things must end and so did the semester and with it, the interns’ iPads. Understanding that these are simply informal data points, comparing how candidates rated themselves as being iPad proficient, 42% rated themselves as very proficient at the start of the semester; 79% at the semester’s end. Before we began working with the iPad, 12% of the respondents felt they were rank beginners. By the end of the semester, this percentage fell to 4% (1 respondent). When asked to check all the areas in which they felt they increased their knowledge

"IT’S A GREAT WAY TO DIFFERENTIATE AND PROVIDE

ONE-ON-ONE INSTRUC TION."

THE IPAD CAN BE A POWERFUL INSTRUCTIONAL

TOOL IN THE AREA OF LITERACY.

13NAPDS National Conference, March 3-6, Washington, DC ⏎

NAPDS National Conference, March 3-6, Washington, DC ⏎

base, 100% of the interns checked “instructional activities” and “personal use”. When polled, interns felt they would use iPads in their class in a variety of ways: in individual and small group instruction, in centers, with volunteers, as a family-school connection, to record anecdotal records, for taping and recording, for fluency work, as a quick research tool, for read alouds, with behavior management (Dojo), and to create class books. Interns commented positively on the robust way the iPad integrated technology, differentiated instruction, and motivated students to learn. Negative aspects included the unreliability of internet access and inconsistent student monitoring. However, overall impressions of the project were highly favorable. As one intern stated, “It captures your heart. The iPad has made me a better person and a better teacher!” This may be a bit effusive, but it captures how we all enjoyed and benefited from this opportunity.

References

Biancarosa, G. & Griffiths, G. (2012). Technology tools to support reading in the digital age. The Future of Children, 22(2), 139-160.

Harris, J. & Hofer, M. (2009). Grounded tech learning. Learning and Leading With Technology, 37 (2), 22-25.

Hutchison, A., Beschorner, B., & Schmidt-Crawford, D. (2012). Exploring the use of the iPad for literacy learning. The Reading Teacher, 66 (1), 15-23.

International Reading Association. (2009). New literacies and 21st – century technologies: A position statement of the International Reading Association. Newark, DE: Author.

Judy Sherman is an Associate Professor at Hood College; she can be reached at sherman@hood.edu. Sara Gartrell is a Fourth Grade Teacher at Whittier Elementary School; she can be reached at sara.gartrell@fcps.org.

14

development opportunities for teaching staff and a new liaison between the two schools. The relationship grew quickly, and the staff and principal made personal connections with Neumann University faculty and staff. The Neumann students were welcomed with open arms by the grade school students. The children frequently asked for them by name and were excited when Thursdays came around and the Neumann students arrived. The pre-service teachers took their positions very seriously and worked very hard to bond with all of the kindergarten through fourth grade students. One pre-service teacher even came back on the weekend to see her second grade class as they made their First Communion. The teacher,

children, and parents were very touched by this. Friendships were established between Neumann and St. Anthony’s staff. In addition, the Pastor was thrilled to hear that the faculty retreat during the upcoming school year would be led by Dr. Len DePaul, the Assistant Dean of Education and Human Services at Neumann.

Considerations for the FutureThis PDS partnership is new. We hope to make a difference in as many of our students’, children’s and teachers’ lives as possible as we pool our resources and work together in this partnership. As with any growing program, we will replicate and systematize parts that work and the reflections of our children, teachers, students, and administrators can stand as the mark of success and guidance for continued

growth in the right directions. Our partnership is considered a true blessing.

References

Gilbert, L. (2005). What helps beginning teachers? Educational Leadership 62(8), 36-39, ASCD.

Deborah Krist is the Principal of Our Lady of Angels Regional Elementary School; she can be reached at dkristosf@gmail.com. Judith White is the Principal of Saint Anthony of Padua School; she can be reached at jwhite@stanthonynet.org. Louise Whitelaw is an Assistant Professor and Field Experience Coordinator at Neumann University; she can be reached at whitelal@neumann.edu.

structure. At these meetings, all interns have a chance to share with their peers their triumphs and tragedies, reflecting on their learning. Principals use these forums to update, reflect and set new goals, with many offer monthly professional development opportunities, culminating with mock interviews at the end of the year. Formal goal meetings are held

with their Intern Coordinator and confidential surveys are completed twice a year. The newest initiative began this fall. We launched our first Intern Academy. This is a formal professional development day built into the calendar three times a year for our interns, with a full day of training in September and two half days in October and March. Topics are based on needs assessment data obtained from interns, and this year included training in interactive whiteboard technology, Special Education topics in October and teaching strategies for our English Language Learners in March. Our first session was designed collaboratively with BCSD staff and was taught by eight elementary teachers and four middle school staff. Feedback indicates that all interns developed competency and left with a “toolbox” of tips and tricks for SMART Board usage and application.

BenefitsWe have found this program to be a “win-win”! When interns are embedded in our schools, their skill levels increase dramatically. When they are assigned to substitute, the transition is seamless! They enter with a working knowledge of the students, their routines and the curriculum.

Teacher feedback has been overwhelmingly positive. Interns are valued by parents and loved by students. In this model, they are given the opportunity to develop as professionals while learning to successfully navigate a school setting. They move into student teaching capstone placements after a full or half year internship ready to take over small groups and

curriculum planning for whole group instruction immediately. In our ever-changing suburbs, this model benefits our student population as interns are able to ensure the consistency of the academic instructional model. Principals see this as an opportunity to build their own staff, grooming candidates through corrective feedback and professional support. Our data indicates the level of readiness to teach with these interns is high, with many taking over leave replacement positions in BCSD with confidence.

ConclusionIt is our belief that this clinical model deepens the preparation of pre-service teachers through its configuration of the design construct. This is education as it should be. These interns complete their training here well prepared to enter their own classrooms and fulfill their responsibility to their students.

Intern Comments“I’ve gained an abundance of experience working as an intern (in BCSD). I was able to put strategies of classroom management to the test, teach lessons

in all subjects and work closely with colleagues. I loved being able to get to know a wide variety of students and teachers through substituting in many different areas of study. Each day I was able to add something else to my ‘teacher tool kit’...I enjoyed being part of the faculty. I loved getting the opportunity to be a club advisor, going to faculty and department meetings and participating in professional development courses. I learned so much about what the total package of being a teacher entails…My colleagues offered me immense amounts of resources, advice and support. I truly believe I am the teacher I am today because of what this program offers and the opportunities presented”. (L. Neugebauer, 6th grade math teacher, BCSD)

“I would not be the teacher I am today without having the internship experience and I encourage more students to be a part of the program to gain the invaluable experience I had”. (M. Bonitatibus, 1st grade dual language teacher, BCSD)

Loretta Butler is the PDS Liaison at Manhattanville College and Intern Coordinator for Bedford Central School District; she can be reached at lbutler3790@bcsdny.org. Susan Ostrofksy is a Principal at Mount Kisco Elementary School; she can be reached at sostrofksy0835@bcsdny.org. Karen Eldon is a Principal at Bedford Village Elementary School; she can be reached at keldon2338@bcsdny.org. Marissa Bonitatibus is a Teacher at Mount Kisco Elementary School; she can be reached at mbonitatibus3327@bcdny.org. Lindley Gallace is a Teacher at Fox Lane Middle School; she can be reached at lgallace0458@bcsdny.org.

Lindley Gallace lgallace0458@bcsdny.org

PDS Partnership Ideas CONTINUED FROM PAGE 11

Public Schools as Sites CONTINUED FROM PAGE 12

WHEN INTERNS ARE EMBEDDED IN OUR SCHOOLS, THEIR SKILL

LEVELS INCREASE DRAMATICALLY.

15NAPDS National Conference, March 3-6, Washington, DC ⏎

NAPDS National Conference, March 3-6, Washington, DC ⏎

The Two-Pronged Process of Professional Development: How Pre-Service Teacher Candidates Become More Proficient in the Use of Instructional TechnologyLeanne Howell, Baylor University Paula Gardner, Spring Valley Elementary School Kathleen Minshew, Spring Valley Elementary School

One critical aspect of Professional Development School (PDS) work is to foster a school-university culture that is committed to preparing future educators in active engagement in the school community (Brindley et al., 2008). This article highlights how one PDS campus within the Baylor University and Midway Independent School partnership provides professional development opportunities for pre-service teacher candidates to learn about and then use instructional technology in their planning and teaching of grade K-4 students.

IntroductionMany articles have been published pertaining to the essential components of quality professional development for educators. When concepts are learned in isolation, without actually putting those concepts to use, optimal and long-lasting professional development is rarely attained. Many believe that professional development is made more concrete if opportunities exist to actually practice what is learned in real-world contexts over a sustained period of time. Additionally, it appears to be essential that educators be surrounded and supported by peers and staff to troubleshoot and assist, when needed (Borko, 2004; McLaughlin & Talbert, 2006; Weiss & Pasley, 2006).

More specific to our story, we knew the importance of providing our pre-service teacher candidates not only with content and pedagogy surrounding instructional technology, but also the importance of ensuring they use this instructional technology on a regular basis in the contexts of real classrooms as they learn content and pedagogy simultaneously. To do one without the other would not yield lasting results or fully prepare them as future educators to teach in our technology- abundant society. This model highlights a technology series at one Professional Development School that provides candidates opportunities to not only learn about the varied opportunities of using instructional technology but to also actively use these applications in planning and teaching small groups while being supported by university faculty and district staff.

Professional Development School SettingAt Spring Valley Elementary (SVE) pre-service teacher candidates learn to use instructional technology to differentiate instruction and plan authentic learning experiences for their students, primarily in the content of English/Language Arts and Social Studies. Spring Valley is located in

Midway Independent School District and is in the second year as a Professional Development School (PDS), partnered with Baylor University. The primary goals of this partnership are to engage in inquiry to improve professional practice, prepare pre-service teachers to teach in classrooms settings, support reciprocal professional development, and impact student achievement.

As part of Midway ISD, Spring Valley Elementary is a 1:1 technology initiative campus. As a result of this technology initiative, each student in grades K-4 is provided with full-time access to an iPad that is kept and used in the classroom for learning purposes. Additionally, the district also provides iPads for teacher candidates at SVE during the one semester in which they are on that elementary campus. This full-time access gives the candidates opportunities to not only engage in hands-on learning during the professional development series, but also allows them to have unlimited access to use them for planning and troubleshooting before incorporating technology into their small group lessons.

Baylor pre-service teacher candidates (who are in their junior year at Baylor) plan and teach small groups of students at Spring Valley four mornings each week, Monday through Thursday, in the areas of English/Language Arts and Social Studies. Supported by the University Liaison, Site-Based Coordinator and in-service teachers (known as Clinical Instructors) these candidates attend weekly planning meetings (usually on Tuesday mornings before school) to collaborate and plan engaging lessons guided by standards. Then, candidates take what has been discussed to plan academically appropriate lessons for their small group the following week. Clinical Instructors receive each candidate’s plans, usually via email, and offer feedback and guidance to ensure all students’ academic needs are considered and supported within the plans. If needed, continued collaborations occur to reach this goal so that plans for implementation have been finalized by the following week.

The Two- Pronged Process of Professional Development

Active LearningThe instructional technology, professional development series usually begins in the PDS room around the third week of each semester. During these weekly, one-hour series, pre-service teacher candidates actively learn about appropriate ways to use instructional technology to assess, differentiate and ultimately engage their students in learning processes and outcomes. Guided by the campus’ instructional technology specialist, candidates are encouraged to participate in hands- on learning experiences to discover and explore instructional technology use, primarily with iPads. Several useful applications (apps) are introduced each week to help the candidates customize curriculum content to the grade level of their small groups. The series itself is designed to be engaging for the candidates. Series sessions include the flipped classroom model, task cards and many hands-on learning activities. The International Society for Technology in Education (ISTE) standards

provide the foundation in which candidates initially explore elements of digital citizenship, workflow, and basic iPad applications. As the series progresses, candidates explore apps as avenues for their students to communicate, collaborate, create, assess, and engage in critical thinking. Additionally, apps pertaining to Challenge-Based Learning and research are also introduced, explored and used on a regular basis.

Actively UsingTo improve their self-efficacy in incorporating instructional technology into their lessons, candidates are required by their PDS faculty to actually use instructional technology in their small group teaching. With students’ needs and standards as primary ingredients, candidates are required to incorporate at least one example of instructional technology into their English/Language Arts and Social Studies lessons each week. Once candidates improve their self-efficacy, they usually choose to use a variety of

Professional Development and PDS

WHEN CONCEPTS ARE LEARNED IN ISOLATION...OPTIMAL AND LONG-LASTING PROFESSIONAL DEVELOPMENT IS RARELY ATTAINED.

16

examples within their weekly lessons, including apps for assessment, differentiation and research.

Candidates lead small groups in one grade level for an entire semester. During this time, there is ample opportunity to embrace differentiated learning opportunities using technology. Even in Kindergarten, candidates planned active learning opportunities with iPads for their young learners. Youngsters snapped pictures of their peers with their iPads as they reenacted parts of unfamiliar stories. Then, students were challenged to put events of the story in order, using Book Creator to make their own books while focusing on the skill of sequencing. This opportunity provided wonderful ways for differentiation to occur. While some students were able to sequence many events, others only able to sequence a few, all while still feeling successful in the varied learning experiences.

Candidates also used Doodle Buddy with their Kindergarten students to teach the standard of sequencing. Students were asked to draw pictures of specific events from stories and then asked their peers to sequence them to retell the stories in pictures. Still further, Kindergarten students were able to construct their own learning by using the cameras on their iPads to photograph items in the classrooms that began or ended with certain letters and sounds. Afterwards, they used Book Creator to create alphabet books that included letters and pictures. Educreations was also used to help these young students master letter recognition and formation.

Popplet was used regularly in third and fourth grade to help students create graphic organizers to compare and contrast. Often, candidates would begin lessons by showing students a model from Popplet they had created as an example. Then, students were asked to create their own Popplet to compare and contrast two stories, characters or events.

Kahoot and Socrative were popular apps used by candidates to help them pre and post assess their students’ skills. Using these resources, candidates created quizzes and exit tickets to help assess students’ understanding of standards pertaining to summarizing, sequencing and comprehension. Each student was given an assessment that matched the learning processes and outcomes pertaining to each standard.

Over the course of the semester, candidates planned a short research study for their students. Candidates acted as facilitators and many used QR Reader as a useful app to differentiate these research experiences for their students, primarily in the content area of Social Studies. In their study of heroes, cultures, and volunteer agencies, candidates used QR Reader to prepare differentiated informational reading material so that each student in their group could experience

discovery and investigation through avenues appropriate to their ability levels. As such, students enjoyed the learning processes that had been customized for them. As a culminating event to the research projects, students used a variety of presentation apps to share their new knowledge with peers. Some students created new books to share through Book Creator, while others used Pic Collage and S’more. Vidra was also used to film students reading and presenting their newly acquired information, while others created iMovies to share their research presentations with larger audiences. In the end, the numerous opportunities of instructional technology allowed candidates to help their students embrace research opportunities and engage in authentic learning experiences.

Instructional Technology ShowcaseAt the end of the semester, candidates had the opportunity to present their three favorite uses of instructional technology to an audience of teachers, administrators, Interns and other peers. During the Instructional Technology Showcase, candidates were asked to demonstrate their most creative ways of using technology in the classroom over the course of the semester, providing standards, curriculum content and student examples. This proved to be an engaging way for candidates to reflect on their use of instructional technology and also created a venue for reciprocal professional development to other educators who attended the showcase.

Candidates’ VoicesPreservice teacher candidates at Spring Valley overwhelming confirmed their self -efficacy to use instructional technology increased as a result of their experiences from this professional development series. As candidates reflected on their semester’s journey of learning experiences, they concluded that two components of the series appeared to be instrumental to their growth- actively learning about instructional technology and then actively using these newly discovered apps and approaches on a regular basis to teach their small groups. Still further, many noted the support provided by the PDS faculty and staff, citing it as another critical piece essential for growth. One candidate offered, “I loved learning about the different ways to use instructional technology, but I loved just as much being asked to use what I had learned to experiment with it myself with my small group. I felt so supported to try new things- even if I made mistakes.” Another candidate exclaimed, “I didn’t know how much I really didn’t know about instructional technology. Just because I use lots of technology every day, I thought I knew a lot when it came to using instructional technology in the classroom. I was wrong! I had no idea of all of the different ways to differentiate and assess my students with iPads.” Still further, one candidate sincerely expressed the need for such a series to be incorporated into teacher preparation programs. “It is essential that our generation of teachers know how to use and

apply instructional technology in best-practices ways. The element of differentiation with iPads is amazing and really helped me provide each of my students differentiated learning opportunities. It also exponentially increased my students’ engagement.”

ConclusionThis varied approach to real-world professional development provides our pre-service teacher candidates the opportunity to become more proficient in their use of instructional technology to ultimately differentiate learning experiences for their students. As such, it has also contributed to the overall missions for this PDS partnership. The mission of Spring Valley is to prepare students for responsible citizenship in a global society by providing a learning environment in which each student experiences success and realizes his or her full potential. One mission of Baylor’s School of Education is to prepare leaders who impact the world and shape the future. This professional development series supports both partners’ missions and involves all constituents in the active engagement of improving the academic success of elementary grade youngsters and training teacher candidates to teach in diverse classrooms.

AcknowledgementsThe authors wish to thank district administrators Brent Merritt, Susan Fletcher, and Jay Fischer for their campus/district support of this professional development instructional technology series.

References

Brindley, R., Field,. B., and Lessen, E. (2008). What it means to be a professional development school. National Association for Professional Development Schools.

McLaughlin, M.W., & Talbert, J. (2006). Building school-based teacher learning communities: Professional strategies to improve student achievement. New York: Teachers College Press.

Weiss, I.R., & Pasley, J.D. (2006). Scaling up instructional improvement through teacher professional development. Insights from the local systemic change initiative (SPRE Policy Brief No. RB-44). Philadelphia: Consortium for Policy Research in Education.

Leanne Howell is a Clinical Assistant Professor & PDS University Liaison at Baylor University; she can be reached at Leanne_Howell@Baylor.edu. Paula Gardner is the PDS Site-Based Coordinator at Spring Valley Elementary School; she can be reached at Paula.Gardner@Midwayisd.org. Kathleen Minshew is an Instructional Technology Specialist at Spring Valley Elementary School; she can be reached at Kathleen.Minshew@Midwayisd.org.

17NAPDS National Conference, March 3-6, Washington, DC ⏎

NAPDS National Conference, March 3-6, Washington, DC ⏎

Visit our new website at www.napds.org

PDS Partners Call for Submissions

PDS Partners is published three times per

year (Winter, Summer and Fall) by the National

Association for Professional Development

Schools (NAPDS). Past issues and submission

requirements can be viewed at napds.org.

18

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School-University Partnerships SubmissionsKristien Zenkov, Senior Editor, George Mason University

School-University Partnerships is committed to advocating for collaborative ventures across the PreK-12 and college and university communities as vehicles for the discovery and sharing of knowledge that shapes educational best practices. Honoring the voices of both school-based and university-based educators is central to the mission of the National Association for Professional Development Schools (NAPDS), and School-University Partnerships seeks manuscripts that represent partnerships across stakeholders. The journal strongly encourages submissions that reflect collaborative partnership initiatives. Submissions may focus on (but are not limited to) original school-university research designed and implemented collaboratively, descriptions of effective pedagogies and content delivery in PDS contexts, explanations of successful partnership models and structures, examples of measures of assessment and results of evaluative processes, and analyses of the professional development of all constituents involved with school-university partnerships.

Complete Submission Guidelines can be found at www.napds.org.

Submissions and any inquiries regarding past submissions can be made to: supjournal@gmail.com

The Journal of the National Association for

Professional Development Schools

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