S I T E  M A P C O N T A C T L I S T C A L E N D A R   PDS - UL-LAFAYETTE             Abstract Mission Goals School Role University Role Procedures Implementation Plan Resources Special Initiatives 1999-2000 A Powerpoint Presentation University of Louisiana at Lafayette College of Education

Abstract

The concept of Professional Development Schools (PDS) took shape as a part of the "second wave" of educational reform in the United States during the late 1980's.  In contrast to the initial reform efforts of the 80's that stressed academic rigor and blamed teachers for low student performance, the UL Lafayette PDSs will focus on the professionalization of teaching and education at all levels.   The Carnegie Task Force (1986) and the Holmes Group (1986) called for new types of schools to support the initial preparation and continuing education of teachers.   Carnegie referred to these proposed institutions as 'clinical schools', the Holmes Group called them "Professional Development Schools".  These schools are intended to bring practicing teachers together with university faculty in partnership with a focus on simultaneous renewal of the teacher education programs and improvement of student performance in schools.

UL Lafayette PDS Mission

To improve student learning in P-12 schools through simultaneios renewal of the teacher education programs at the University and teaching and learning in P-12 schools.

Goals

• to support student learning through the increased exemplary program in P-12 schools

• to include the professional staff of the schools in pre-professional education of teachers

• to provide collaborative, planned supportive induction systems for student teachers and new teachers

• to support inquiry and applied research in the schools

School  Role

• include practicing P-12 professionals as full partners with their University counterparts in the development of teacher candidates and in  applied research activities in the schools

• provide systematic and planned support systems for student teachers and new teachers in the schools

• develop a collaborative relationship between schools and the University integrating teacher preparation, applied research, and induction with a focus on improved teaching and learning at all levels

• foster a conceptual change from the University as a 'place'  to the University as a partner in teaching and learning at all levels

University  Role

• provide a liason to the school to serve as the link between theory/research and practice

• facilitate the development and implementation of a school improvement plan

• facilitate instructional improvement teams for all teachers within the school

• provide the 51 hours (minimum) professional development for all PDS teachers

• establish continuity between pre-service and in-service staff development programs

• promote a collegial openness for student teachers and inservice teachers to seek professional assistance and/or support

• include school practitioners on University teacher education curriculum and faculty selection committees, action research, etc.

• respond to the needs of the schools/systems

Procedures

Selected schools will become 'teaching hospitals' for teacher education.  Parity will be established between P-12 teachers and University professors to provide concept development, theory, research and practical application in the school setting.  A new focus of the schools will be the improvement of P-12 instruction through the development, mentoring and professional induction of teacher education candidates, active involvement in field-based research and collaborative efforts among Professional Development Schools and the University of Louisiana at Lafayette.

Professional Development Schools offer signigicant promise for restructuring university-school district relationships around a common agenda of simultanious renewal of school and university programs, modeling exemplary practice at all levels, preparing teachers for the challenges of today's schools, and conducting collaborative action research.  Central to the success of such efforts is the development of a shared vision regarding the teaching profession and the establishment  of norms that emphasize parity among, and respect for, members of the profession who occupy different roles.  Implementation of the Professional Development School concept will surmount the status, bureaucratic and cultural differences that have traditionall separated school and university personnel.

Implementation Plan

Spring 2000

Fall 2000

Fall   2001, 2002, 2003

• Add one or two schools annually from other parishes and the Catholic Diocese

The schools selected will have different foci--school improvement, preparation of administrators, model programs, alternative certification programs, etc.  The selection of schools will also support the needs of the University and area systems.  These schools will need to support the numbers of student teachers in the different licensure areas (elementary, middle, secondary, etc.) as well as be representative of the racial, cultural and socioeconomic makeup of the State (low income to white collar, rural, small town, etc.).

Resources

Initially the program can be coordinated and run by reallocating existing resources within the schools/systems and the University.   Funding/support for a coordinator and a graduate assistant will be needed as the program grows and adds schools.