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NEW Liaison and Site Coordinator Presentation Notre Dame of Maryland University PDS Coordinators: Drs. Stephanie Savick and Juliann Dupuis.

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Presentation on theme: "NEW Liaison and Site Coordinator Presentation Notre Dame of Maryland University PDS Coordinators: Drs. Stephanie Savick and Juliann Dupuis."— Presentation transcript:

1 NEW Liaison and Site Coordinator Presentation Notre Dame of Maryland University PDS Coordinators: Drs. Stephanie Savick and Juliann Dupuis

2 Welcome and Introductions

3 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.

4 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?

5 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.

6 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

7 9 Essentials of a PDS 1. 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.

8 NDMU PDS Schools ANNE ARUNDEL COUNTY PUBLIC SCHOOLS HARFORD COUNTY PUBLIC SCHOOLS Arnold ElementaryChurch Creek Elementary Belvedere ElementaryForest Hill Elementary Lothian ElementaryAberdeen Middle Severn River MiddleAberdeen High Broadneck High BALTIMORE COUNTY PUBLIC SCHOOLS BALTIMORE CITY PUBLIC SCHOOLS Oakleigh ElementaryJohn Ruhrah Elementary/Middle Hillcrest ElementaryMedfield Heights Elementary Johnnycake ElementaryWestern High Stemmers Run Middle Kenwood High Woodlawn High

9 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

10 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)

11 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”

12 MD PDS Standards

13 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.

14 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

15 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?

16 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?

17 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

18 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)?

19 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.

20 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.

21 Guiding Our Work  InTASC Standards  The Danielson Framework  SoE Conceptual Framework (RSVP)

22 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

23 Welcome Aboard! Questions or Comments for the Good of the Group?

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