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Partnership Building

Partnership Building. Building a Partnership with a Rural School District Serving Native American Children. Main Goals. school improvement teacher education, and veteran teacher development. problems of teaching & learning intercultural and interethnic learning needs

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Partnership Building

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  1. Partnership Building • Building a Partnership with a Rural School District Serving Native American Children

  2. Main Goals • school improvement • teacher education, and • veteran teacher development

  3. problems of teaching & learning intercultural and interethnic learning needs Pre-service teacher field experience Professional Development Schools (PDSs) to prepare culturally competent teachers recruitment of underrepresented groups into teacher education Specific Goals

  4. Seven Project Phases • To date, 3 phases out of 7 completed

  5. Phase 1 • Negotiating the working relationships • December 2000: Fact-finding visits to Grand Ronde & Warm Springs Reserves • January (2001): Visit of Pacific U. School of Education Dean (Willard) Director of Service Learning (Ellen), Daniel & Seth to Grand Ronde. • February (2001): Same team to Warm Springs

  6. Widening the web February 2001: A conversation with Willamina School District Problem Identification & Priority Setting Exercises March 2001: Workshops based on group discussions Phase 2

  7. April 2001: Priority setting exercises Fundamental & specific suggestions to deal with priorities Phase 2 (contd.)

  8. May 2001: Strategies Phase 3

  9. Phase 4 • Funding Sources • August 2001: Grant Writing proposals

  10. Phase 5: • Definition of Action ProjectsDeciding on action projectsOngoing participation in school improvement and teacher development

  11. Phase 6 • Professional Development Schools (PDSs).

  12. Professional Development School (PDS) Model PDS Site Staff PDS Site Students in the Classroom Cluster Field Experience PDS on-site facilitator University Students University Faculty Ed. Theories & Pedagogical Methods

  13. PDS (contd.) • An integrated professional development and school reform process. • Concurrent process of pre-service teacher education, veteran teacher development and school improvement.

  14. Phase 6 (contd.) • Emphasis on collaboration • Activities required at all levels to cope with learning and teaching, from the public school to the school of education classroom. • shared decision-making within schools and between schools and universities, and collaborative research among teachers, students and teacher educators.

  15. PDS Overarching Goals The PDS model will: • improvement of pre-service and novice teachers. • on-going professional growth of veteran teachers. • ongoing exchange of pedagogical knowledge and skills. • help share knowledge, plan as a team and reflect collectively.

  16. Phase 7: Collective Education Activities (Transformational Learning Model • Collaborative research • A Center for: • disseminating information about pedagogy and technology • Grasping content and professional elements and conditions of learning and teaching • Exchange of ideas between school teachers, researchers, administrators, students and university faculty

  17. Transformational Learning Model • Transformational Learning--New frames of teacher learning that professionalize and enhance the learning of pre-service teachers, veteran teachers and teacher educators: • Learning by teaching • Learning by doing • Learning by collaborating

  18. Transformational Learning • University students, Public school staff, and University faculty will each acquire additional knowledge and new understandings of pedagogy. • Cluster students and public school teachers collaborate to enhance pupil learning and improve teaching practices of students, teachers and college faculty.

  19. Implications for SOE/Pacific University • Reallocation of existing resources and new resources are obtained e.g., • University supports priority hiring of PDS site staff as adjunct faculty • Cost share for transportation, etc. to PDS sites.

  20. Policies • require students to participate in teacher education learning communities/clusters. • enable cohort groups of students to be established. • recognize participation of area public school staff as valuable in-service professional development partners in teacher education and encourage further their involvement in PDS initiatives.

  21. Policies that support university faculty teaching field-based courses • Flexibility within systems geared toward traditional teacher preparation

  22. Learning Communities/PDS Work and Scholarship • Learning communities are participatory action research from which data can be obtained as new knowledge capable of being disseminated through publication.

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