NEW Liaison and Site Coordinator Presentation

Notre Dame of Maryland University

PDS Coordinators: Drs. Stephanie Savick and Juliann Dupuis

Welcome and Introductions

Partner Discussion Points Choose ANY 3 discussion point prompts

and share your responses with your partner: Introduce yourself to your partner. Discuss the ways

in which you each passed the time this summer. Discuss your professional background and

experiences as an educator. Discuss how you ended up in your role as liaison

and/or site coordinator. What are you looking forward to this year? What do you think might present as a challenge in your role this year?

Discuss what you each hope to gain from today’s training.

Introduction to PDS What is a PDS?

Defined by MSDE, a Professional Development School (PDS) is a collaboratively planned and implemented partnership for the academic preparation of interns and the continuous development of both school system and institution of higher education faculty. The focus of the PDS partnership is improved student performance through research-based teaching and learning.

Why do we have PDSs? Why are YOU important in

the PDS network?

PDS In Maryland

Maryland is the only state that requires the PDS structure for teacher preparation.

The PDS has been a part of the teacher preparation process in Maryland since 1995 when the Redesign for Teacher Education was written.

PDS offers a systemic approach to improving teaching and learning in schools. Therefore, teacher preparation is viewed in the broader context of school improvement.

PDS Nationally The National Association for Professional

Development Schools (NAPDS) was established in 2000 NAPDS offers membership, subscription to a peer-

reviewed, professional journal and attendance at a national conference

Maryland is at the forefront of the growing PDS movement

Across the country, many teacher preparation programs run PDS sites, however many of

these are small “boutique” programs

9 Essentials of a PDS1. A comprehensive mission that is broader in its outreach and scope than

the mission of any partner and that furthers the education profession and its responsibility to advance equity within schools and, by potential extension, the broader community;

2. A school–university culture committed to the preparation of future educators that embraces their active engagement in the school community;

3. Ongoing and reciprocal professional development for all participants guided by need;

4. A shared commitment to innovative and reflective practice by all participants;

5. Engagement in and public sharing of the results of deliberate investigations of practice by respective participants;

6. An articulation agreement developed by the respective participants delineating the roles and responsibilities of all involved;

7. A structure that allows all participants a forum for ongoing governance, reflection, and collaboration;

8. Work by college/university faculty and P–12 faculty in formal roles across institutional settings; and

9. Dedicated and shared resources and formal rewards and recognition structures.

NDMU PDS Schools

ANNE ARUNDEL COUNTY PUBLIC

SCHOOLS

HARFORD COUNTY PUBLIC SCHOOLS

Arnold Elementary Church Creek Elementary

Belvedere Elementary Forest Hill Elementary

Lothian Elementary Aberdeen Middle

Severn River Middle Aberdeen High

Broadneck High

BALTIMORE COUNTY PUBLIC SCHOOLS

BALTIMORE CITY PUBLIC SCHOOLS

Oakleigh Elementary John Ruhrah Elementary/Middle

Hillcrest Elementary Medfield Heights Elementary

Johnnycake Elementary Western High

Stemmers Run Middle

Kenwood High

Woodlawn High

Roles and Responsibilities of PDS Partners

NDMU PDS Coordinator University Liaison School-Based Site

Coordinator University Field Placement

Coordinator University Program

Coordinator School-Based Administration School System

Representative University Supervisor School-Based Mentors

Overview of NDMU Certification Programs

Undergrad/CAUS Students Accelerated Certificate for

Teaching (ACT) Master of Arts in Teaching

(MAT) Graduate Education

Internship (GEI) Master of Arts in Teaching

English for Speakers of other Languages (MATESOL)

How do we measure PDS success in MD? Standards: Statements of expected performance

in the areas of: Learning Community, Collaboration, Accountability, Organization, Roles and Resources, and Diversity and Equity

Components: Teacher Preparation, Continuing Professional Development, Research and Inquiry and Student Achievement

Indicators: Examples/Expressions of how a standard might be met for each component

Developmental Guidelines: Further description of the Indicator

Source: “Professional Development School Assessment Framework for Maryland”

MD PDS Standards

Developmental Guidelines Developmental guidelines, outlined in the

“Professional Development School Assessment Framework for Maryland” help PDS Partnerships understand how to measure their progress in each cell of the previous chart.

The Artifact Box

What is it? Why do we have one

each our school? Organization of the

box Artifact box review Annual PDS Status

Determination Process using Developmental Guidelines

Artifacts What are artifacts? Why do we collect

them? Required and school-

specific artifacts What makes a strong

artifact? Check out some of the

artifacts in your artifact box…what observations can you make about these artifacts?

Coding and Coversheeting the Artifacts

How do you determine which standard/component to place an artifact?

What needs to go on a coversheet?

Checking out some cover sheets in your artifact box…what observations about this process can you make?

Coordinating Council Governing body for PDS partnership for each school

site Co-chaired by liaison and site coordinator Committee members vary across schools Meets 4 times each year Goal: Support interns, mentors, faculty, and school

improvement efforts at the school Responsible for strategic planning and quarterly

check-ins in “working the plan” Efforts and updates shared verbally during

university liaison meetings, and in the forms of quarterly reports and quarterly coordinating council meeting minutes

Strategic Planning FAQs WHO (is involved in strategic planning)? WHAT (is the purpose of strategic planning)? WHERE (does strategic planning take place)? WHEN (does strategic planning take place)? WHY (do partners participate in strategic

planning)? To support school improvement efforts cited in school

improvement plans, faculty needs assessments, and/or TPIPs Allows stakeholders to evaluate the “fruits of their labor,” by

reflecting on their identified goals and objectives. Allows stakeholders to set new goals and objectives for the

upcoming year(s). HOW (often are strategic planning efforts

revisited)?

Best Practices in Strategic Planning

Establish a collaborative atmosphere where all voices are represented/welcomed;

Establish clearly defined short and long-term goals that address improvements in student achievement and intern/faculty effectiveness;

Develop timelines and responsibility checklists;

Generate expected outcomes based on short and long-term goals;

Document results of outcomes achieved;

Include opportunities for celebration and relationship-building.

Mentor Training Who is Responsible for Mentor Training? When Does Mentor Training Take Place? What Does Mentor Training Look Like? What are Some Suggested Formats for Mentor Training?

Pull out 10-12 key ideas from the mentor handbook and place them in a bowl/hat/bag. Have mentors take turns pulling out one idea at a time to predict why this topic is important to the mentoring experience.

Ask mentors to peruse the Mentor Handbook Table of Contents to identify a section about which they are most interested. Have each mentor skim through the section they chose to identify key ideas, questions they have, or comments they would like to make about their chosen topic.

Have mentors brainstorm ideas they believe will be covered in mentor training and then categorize them by most important to least important, defending their ratings in the process. Relate their comments/evaluations to the contents of the Mentor Handbook.

Guiding Our Work

InTASC Standards

The Danielson Framework

SoE Conceptual Framework (RSVP)

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Professional Conferences

Maryland PDS Conference Late April

National Association of Professional Development Schools Annual Meeting (NAPDS)

Late February/early March

School and School-System Mini-Conferences for the Sharing of Intern Action Research

Welcome Aboard!

Questions or Comments for the Good of the Group?