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Resiliency in a Professional Development School.

Article Excerpt
Abstract

A Professional Development School (PDS) is an innovative approach to preparing K-12 teachers. The success of a PDS is determined by how well it creates and maintains systems designed to foster supportive environments in the face of increased pressure from internal and external factors. The development, implementation, and experiences of a site-based PDS focusing on creating teacher-leaders are documented. Resiliency is needed in both pre-service teachers as well as in institutional systems of a PDS in order to meet K-16 student learning and professional development needs.

CLASS PDS

Based on the Holmes Group Report (1990 and 1995) and John Goodlad's (1990) model of teacher preparation, the CLASS (Collaborative Learning And Student Success) PDS is a nine-semester, site-based pre-service education program. Its fundamental beliefs and processes reflect the quantitative and qualitative research findings that support improved teacher quality (Bondy, E., 1999; Carnes, N. & Schwager, S., 2000; Koehnecke, D. S., 2001; Levine, M., 2002; Odland, J. 2002; Ross, D., 2002; Utley, B. L., Basile, C. G., Rhodes, L. K., 2003; Neapolitan, J.E., 2004; Hooks, L. M. & Randolph, L., 2004; Ventimiglia, L. & Reed, T., 2004; Leonard, J., Lovclace-Taylor, K., Sandord-Deschields, J., & Spearman, P., 2004). These sources also support a general concept of teacher quality:

* Provide a context for continuous, embedded learning by preservice interns, inservice teachers and higher education faculty.

* Support the process for change, data driven decision-making, and collaborative planning and professional development.

* Upgrade the content mastery of all educators.

The students work with mentor teachers,-site coordinators, and university faculty while concentrating on an interdisciplinary major field of study. Upon completion of nine semesters, the graduate receives a Bachelor of Science Degree, Kindergarten to eight-grade certification, and approximately 36 graduate credits towards a Master's degree.

The process of learning within the PDS provides for simultaneous renewal among all stakeholders. The renewal allows each participant to re-examine his or her commitment to teaching by focusing on effective pedagogy and content knowledge. The mentoring process challenges in-service teachers as well, while university faculty work together outside of the traditional departmental barriers to provide experiences and applied research leading to effective models of instruction in higher education.

Context: Resiliency for Students and PDS Programs

The CLASS PDS is an eight-year partnership between the University of Southern Maine Lewiston-Auburn College and the Auburn, Maine School District. It has focused on developing resiliency for both students and the program. By definition, resiliency is the ability of participants to overcome challenges presented by a PDS and sustain high quality teacher training throughout their matriculation in the program as well as the ability to maintain a high degree or organizational support and "buy-in" required for the successful maintenance...

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