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PDS PERSPECTIVES LEARNING FROM ALL PARTNERS IN THE BUFFALO STATE COLLEGE PROFESSIONAL DEVELOPMENT SCHOOL CONSORTIUM.

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Presentation on theme: "PDS PERSPECTIVES LEARNING FROM ALL PARTNERS IN THE BUFFALO STATE COLLEGE PROFESSIONAL DEVELOPMENT SCHOOL CONSORTIUM."— Presentation transcript:

1 PDS PERSPECTIVES LEARNING FROM ALL PARTNERS IN THE BUFFALO STATE COLLEGE PROFESSIONAL DEVELOPMENT SCHOOL CONSORTIUM

2 OUR PDS PARTNERS The P-6 student The Teacher Candidate The Cooperating Teacher Other members of the elementary school The Elementary School Principal The Buffalo State Elementary Education and Reading Faculty

3 Principals, Cooperating Teachers, and Buffalo State College Faculty working together!

4 To Benefit Pre-K – 16 Learners!

5 Elementary School Student Perspectives  “Thank you for coming into our class to teach us. I liked the games we played the best.” Love, Kelly  “Thank you for coming in and teaching us about Hanukkah. It was very, very, very, fun. The thing I liked the best was the songs, candy and dreidel. You are very, very, very, very, nice and I learned a lot.” Love, Jennifer

6 Teacher Candidate Perspectives  “The best part of a PDS is the experience of developing and teaching a lesson plan for real students and receiving constructive criticism from consummate educational professionals.” Pam Shannon  “Being a JP in a PDS confirms your innermost dreams that teaching is right for me!” EDU 311 student  “The major advantage of a PDS site is having an environment that gives me experience in teaching and having my instructor and classmates there for support and to help me when I need it.” Rachel Wolgast

7 Cooperating Teacher Perspectives  “Networking with all of the professionals working with pre-service teachers is critical to preparing them for success in the classroom, especially in urban classrooms.” Judith Fallowski  “The BSC Faculty member gets a sense of the needs of the children in the school community and they benefit from another caring adult with is there taking an interest in their well-being.” Susan Kersten  “JPs are able to practice in a mentored setting. I like to assist in the development of future teachers.” Kathleen Egri

8 Principal Perspectives  “We chose to be part of the BSC PDS because we believe the Consortium works together to better prepare the JPs to work in our schools and classrooms. Also, any opportunity to meet with other schools and districts to hear differing viewpoints and practices is greatly appreciated.” Kim Mueller, Principal Hillview Elem.  “I like productive adults in the school. JP’s and Student Teachers make the school breathe a new breath each semester. Having these students in our classrooms makes us think and talk about what we do.” Karen MacGamwell, Principal William St.

9 Buffalo State Faculty Perspectives  “The major advantage of the BSC PDS is the breadth of experiences the Junior Participants have. The JPs are in a wide variety of school settings and grade levels. They are in the classrooms with both teacher and university instructors as guides to best practice, with time for reflection and feedback on their teaching.” Kathleen Falconer, EDU 312 Instructor  “Having taught in both PDS and non-PDS environments, I find that both my students and I are more productive in PDS schools. Given a choice, I would choose PDS every time.” Carol Stevens, EDU 312 Professor

10 BUFFALO STATE COLLEGE AND…

11 OUR PROFESSIONAL DEVELOPMENT SCHOOLS

12 WORKING AS PARTNERS TO ACHIEVE OUR….

13 BSC/PDS MISSION The Professional Development School Partnership between the Department of Elementary Education and Reading at Buffalo State College and participating schools is a collaborative effort. The partnership is dedicated to college faculty, school administrators, and practicing teachers exploring effective practices to….

14 Cooperatively supervise teacher candidates and provide closer connections to classroom practice Promote professional development for in- service teachers Improve P-6 student learning Research issues of educational practice

15 ORGANIZING OUR 45-50 PDS SCHOOLS

16 ADDITIONAL PDS AFFILIATIONS The Center for Excellence in Urban and Rural Education (CEURE) All Departments and Administrative Levels at Buffalo State College Project Flight/Books for Kids Taskstream (electronic portfolios & assessment procedures) Western New York Task Force for Quality Inclusive Education

17 USING NCATE PDS STANDARDS BEGINNING STAGE DEVELOPING STAGE AT STANDARD LEADING

18

19 BSC/PDS ORGANIZATIONAL PLAN BSC Faculty Elementary Schools Teacher Candidates PDS CONSORTIUM

20 THE PDS CONSORTIUM Consists of 45-50 participating partnership schools who work with our 300 and 400 level students (200 level and MIITC students are in the process of being included as well) Over 800 teacher candidates participate in PDS each semester Collaboratively teaches our Teacher Candidates in all of our Junior Participant methods courses and Student Teacher Cohorts

21 IN ADDITION…. THE PDS CONSORTIUM Holds 4 annual meetings/professional development sessions throughout the school year Plans and participates in 1 annual all day retreat for professional development and presentation of action research Has signed agreements between schools and the college indicating stage of commitment Has written by-laws Strives for an equal partnership among all members

22 PDS CONSORTIUM MEETING Teacher candidates, principals, cooperating teachers, and BSC faculty participate in shared-decision making

23 Teacher Candidates Student Chapter of ACEI Nancy Wilcox Student Rep. To Advisory Council

24 PDS CONSORTIUM LENDING LIBRARY 4 PDS MEETINGS EACH YEAR HOSTED BY OUR PDS SCHOOLS SHARING RESOURCES AMONG ALL PARTNERS FULL PARTICIPATION BY OUR CHAIR & ALL DEPT. MEMBERS

25 PERSPECTIVES FROM THE CHAIR OF EER AT BSC  “PDS provides a true partnership between our programs and “real life” schools. Our school partners help us keep our programs relevant, up- to-date, and our graduates employable. We serve the real time needs of our community schools. We actually have direct impact on the quality of the educational experiences of our children Pre-K-6.” Dr. Wendy Paterson Chair of Elementary Education and Reading, BSC

26 SHARING CURRENT RESEARCH

27 CONTINUING PERSPECTIVES…  “PDS is a great opportunity for Staff Development. The staff development is two-fold---first, by attending PDS meetings, the information shared at the meetings is presented to our staff. Second, the resources available to our school from the staff at Buffalo State enhance our staff development.” Jim Mule, St. Amelia’s  “I feel the PDS is an incredible opportunity for our school to be at the cutting edge of pedagogy and I feel it is a professional responsibility for our school staff to be a part of PDS…we owe it to future teachers…and it enables our teachers to showcase their professional excellence.” Fran Paskowitz, Hoover Elementary

28 RAFFLE PRIZES AND BOOKS FOR SCHOOLS

29 PROJECT FLIGHT & CEURE HELP SUPPORT BOOKS FOR KIDS AND RAFFLE PRIZES

30 AN AIR OF CELEBRATION AND FUN AT OUR LUAU THEMED PDS MEETING

31 PDS PROFESSIONAL DEVELOPMENT

32 MEETING NYS STANDARDS Collaborating on finding root cause

33 PDS ADVISORY COUNCIL Guides the PDS Consortium Made up of: – 8 members from our PDS Schools (cooperating teachers & principals) – 8 faculty members from elementary education and reading – 1 current BSC student/teacher candidate – 1 faculty member from our 2 year institutions

34 2002-2003 PDS Advisory Council

35 PDS Co-Directors Leslie Day and Kathy Wood

36 OUR PDS PARTNERS SIGN A FORMAL AGREEMENT

37

38 ALL BSC TEACHER CANDIDATES TEACH IN AT LEAST 4 DIFFERENT PDS SCHOOLS Urban Suburban Rural Parochial Charter

39 JUNIOR PARTICIPANTS WORK IN COHORTS OF 16-20 TEACHER CANDIDATES PER SCHOOL

40 TEACHER CANDIDATES WORK WITH DIVERSE POPULATIONS

41 TEACHER CANDIDATES WORKING IN THEIR PDS CLASSROOMS JPs work with: Individuals Small groups Whole class Methods Courses: EDU 311 EDU 312 EDU 329 EDU 511 EDU 689

42 CONSTRUCTIVIST STRATEGIES

43 More from our youngest PDS Partners…  “I like our JP’s because they come up with good books to read; they are good teachers and they have good activities.”  “Our JPs always do fun activities with us; they never make any of the subjects boring. If my teacher is busy, they are always there to help.”

44 MORE THOUGHTS FROM OUR TEACHER CANDIDATES….  “A major advantage of being in a PDS is that the professor is there everyday. She is able to answer any questions that I have and help me with problems that may arise. I also like that my whole class is in the same school, and that I have a partner in my room to work with me.” Rachel Burgio “ Working in a PDS works well because we are able to interact with our fellow classmates and constantly receive feedback and ideas from other teacher candidates as well as our cooperating teacher and BSC instructor.” Jessi Doktor

45 MORE FEEDBACK FROM PDS SCHOOL PERSONNEL…  “I believe participation is beneficial to both preservice teachers and our teachers.” Paula Adams, Reading Specialist  “Having BSC faculty and students interacting with our school faculty and students provides a true, practical evaluation tool for academics, policies, and practices.” Jack Kingston, Principal  “It gives my students the opportunity to work with enthusiastic future teachers who bring creative ideas and different learning experiences to the classroom.” Mary Bunich, Grade 2

46 BSC FACULTY CONTINUED….  “The PDS Program keeps the college faculty grounded in what is happening in the schools.” David Henry “The PDS is a systematic way to communicate with other faculty, principals, and teachers…which is most valuable.” Shirley Spriegel “ PDS keeps me abreast of current trends and issues in the surrounding districts.” Carla Longo

47 STUDENT TEACHER COHORTS

48 COOPERATING TEACHERS DELIVER MODEL LESSONS

49 STUDENT TEACHERS AND COOPERATING TEACHERS DEBRIEFING OF MODEL LESSON

50 A STUDENT TEACHER COHORT ENJOYS THEIR URBAN SCHOOL PLACEMENT

51 COOPERATING TEACHERS TALK ABOUT THE COHORT MODEL  “I feel that the student teachers and the regular classroom teachers both benefited greatly from the cohort model.” David Wisnoski, 3 rd grade  “The Cohort Program at Como Park School is extremely rewarding, not only for the student teachers, but also as a faculty, we benefit greatly.” Elaine Fantini, 3 rd grade  “Over the years I have participated in student teaching experiences without the cohort model. The cohort model has by far given me the best experiences with the best prepared student teachers.” Deborah Loccke, 2 nd grade

52 FIELD EVALUATION RUBRIC Common rubric for all methods and student teaching experiences Based on ACEI/INTASC standards Grows with each teacher candidate and course level EDU 311 EDU 312 Student Teaching

53

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55 TASKSTREAM AN ELECTRONIC PORTFOLIO

56

57 ANNUAL BSC PDS RETREAT

58 FALL RETREAT Our all day “kickoff” event Keynote speaker NCATE updates NYSED updates CEURE updates Raffles & Book Giveaways PDS Business & Goals Networking Action Research Presentations

59 Robert Dungey from the National Coalition Building Institute

60 ACTION RESEARCH PRESENTATIONS

61 RECEIVED DISTINGUISHED PROGRAM AWARD FROM NYSATE/NYACTE FALL 2003

62


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