Lessons Learned: Aligning Voices from the inside with Nine Essentials of Professional Development Schools

• Published in: School-university partnerships 2020, Vol.13 (2), p.59
• Main Authors: Rychly, Laura, Pettit, Stacie K, Buning, Megan M
• Format: Article
• Language: English
• Subjects: Barriers; College School Cooperation; Cooperating Teachers; Experiential Learning; Middle Schools; Partnerships in Education; Preservice Teacher Education; Preservice Teachers; Professional Development Schools; Success; Theory Practice Relationship; Undergraduate Students; Universities
• ISSN: 1935-7125

This exploratory case study documents the experiences shared by teacher candidates and cooperating teachers in two contrasting Professional Development School (PDS) sites over four semesters. At the ends of semesters during which courses were moved from the traditional university site delivery to public middle schools as part of an emerging PDS, focus group interviews were conducted with teacher candidates and then with classroom teachers to document their experiences. Their voices were solicited because much that went on between them and outside of what could be directly observed by those making decisions is important for identifying what would strengthen a PDS model. Eight themes were identified: communication, barriers to practice, teacher uncertainty, candidate uncertainty, building relationships, on-site presence, integrating into the culture, and experiential learning. Findings were held up to the Nine Essentials of Professional Development Schools as identified by the National Association of Professional Development Schools to show what is being done well and what opportunities exist to make this teacher education model more effective. 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.