PDS Partnerships: Promoting Teacher Leaders Ms. Rachel Gemo, Principal Ms. Nancy Meskel, 1st grade teacher St. Benedict School, Chicago, IL A DePaul University PDS Partner 2008 Professional Development Schools National Conference April 10-13, 2008 Orlando, Florida Presentation Overview Give background info of St. Benedict Elementary School (SBES) PDS partnership with DePaul University What the PDS Partnership means for SBES
How the PDS Partnership has increased teacher leadership at SBES Questions and Comments St. Benedict School Background as a DePaul PDS School Chicago, IL 430 PK-8 students DePaul University 1 of 7 PDS partners 5 elem schools (2
are Catholic) 2 high schools Joined partnership in 2004-05 DePaul University PDS Program LINK-INitiative Learning, Inquiring, Networking, and Knowing through Integration, Innovation, and Induction
Main DePaul LINK-INitiative PDS Partnership Goals 1) 2) 3) 4) 5) focus on the individual teacher, the classroom context, communities of support for teacher change, and collegial inquiry; support study team efforts with a multifaceted network of colleagues, Core Teams, interns, and University faculty partners; facilitate collegial relationships among university faculty, leverages university resources, and creates opportunities to conduct and learn from research in
the urban school setting; and use of data to inform progressive inquiry. Action research will be designed and implemented throughout the Initiative structure raise PK-12 student achievement! St. Benedict School PDS History Year One: Discussing, Planning, and Learning DePaul getting buy-in from constituencies SBES asking big questions what does it mean for us? Can we be true to our
Catholic mission? What is our cost? Getting to know DePaul faculty & leadership Whole faculty is needed to support PDS St. Benedict School PDS History Year Two: Goal Setting for the Network DePaul established PDS network initiatives LINK-INitiative (structure enhanced)
Funded by Chicago Community Trust Team building among PDS partner schools and university faculty SBES study groups focused on teacher driven topics supported by DePaul PD St. Benedict School PDS History Year Three: Local PD Focus and Teacher Mentoring SBES School strategic plan DePaul to help with academic excellence PD Focus: Teacher
created student portfolio assessment program PD Focus: How do teachers become better mentors for pre-service teachers? What structures are needed? PD Focus: begin evaluating math program St. Benedict School PDS History Year Four: Local Initiatives Grow
Continuing portfolio program w/focus on authentic and effective assessment New reading initiatives in K-5 New one-to-one laptop program in 6 & 7 Higher demand for quality PD Initial structures and procedures in place for preservice teacher mentoring (orientation) Curricular alignment between DePaul and SBES Will clock over 2500 clinical hours with pre-service students and trained 7 student teachers, 2 admin interns PDS Partnership What it Means for the Principal
Expectation that all staff participate Define expectations for staff Hire new staff with framework in mind Focus on a few main initiatives Dont try to do it all Say NO to other non-essentials Create regular time for staff PD Commit $$ resources to support initiatives Work closely with DePaul liaison SBES attracts quality teacher and teacher interns PDS Partnership What it Means for Teachers
Raises self-imposed standards so preservice teachers see good practice More professional development opportunities Access to resources (organized events, classes, funding, classroom materials, experts in the field) Practicing teachers keep current Exchange fresh ideas teacher learning in the classroom Teachers accomplish more A more professional culture PDS Partnership What It Means for DePaul Students
Feel welcomed and actively involved Mutual professional treatment Quality mentoring Witness a collaborative professional environment Link between what is learned in the university course and classroom experience Professional development opportunities Grow with professionals already on staff DePaul PDS Partnership at St. Benedict Elementary School So what have we accomplished? Evidence of Increased Teacher Leadership Unexpected Outcome = Increased
Teacher Leadership PDS Partnership supports several local school initiatives deeper teacher learning PDS Partnership requires several key roles at the school level to implement initiatives PDS partnerships increase teacher mentoring abilities What is Teacher Leadership?
Set of skills demonstrated by teachers who continue to teach, but also influence beyond their own classroom Mobilizing and energizing others Engaging in complex work with others Passion for the core mission of the school (Teacher Leadership That Strengthens Professional Practice, Charlotte Danielson, ASCD, 2006) Why is Teacher Leadership a Big Deal?
Necessary for sustained and substantial school change Teachers tenure usually longer than principals Effective teachers dont have to leave the classroom to be leaders Collective endeavor rather than a collective of individual initiatives Principals NEED teacher leaders (Teacher Leadership That Strengthens Professional Practice, Charlotte Danielson, ASCD, 2006) Structural Factors Impacting Teacher Leadership
Mechanisms for Involvement in School Governance Mechanisms for proposing ideas Time for collaboration Opportunities for skill acquisition (Teacher Leadership That Strengthens Professional Practice, Charlotte Danielson, ASCD, 2006) Cultural Factors Impacting Teacher Leadership
Culture of risk taking Democratic norms Teachers as professionals (Teacher Leadership That Strengthens Professional Practice, Charlotte Danielson, ASCD, 2006) Higher Levels of Teacher Learning PDS Partnership Why Are
PDS Partnerships Important for Teacher Leadership? Deeper Impact In and Beyond the Classroom Increased Teacher Leadership *Revised Blooms Taxonomy of Learning Creating Evaluating Analyzing Applying Understanding Remembering *Learning to Think, Thinking to Learn: Models and Strategies to Develop a Classroom Culture of Thinking, Pohl, Michael, (2000) Hawker Brownlow.
Teacher Learning: Remembering Knowing the business of the day The way the school runs Where resources are located Basics of professionalism Dress code, attendance, etiquette Paperwork This teacher may be a beginning teacher or passive learning teacher. Teacher Learning: Understanding
Explain how classroom works Explain how curriculum is followed Articulate classroom management/discipline Articulate teacher organization techniques Communicate this to others This teacher may be a good teacherbut not a teacher leader! Teacher Learning: Applying
Applying lessons learned in workshops, peer observations, professional sharing, etc. Applying what is being taught by university Applying what is being learned from other PDS partners EX: Staff applies new (for SBES) PK-8 created portfolio assessment program Teacher leadership begins to take off at this stage. Teacher Learning: Analyzing
Analyzing breaking into smaller parts Looking at individual students or teacher Looking at one aspect of a program Compare/contrast with faculty, PDS partners, PDS learning communities Reflection by teachers and teacher groups What is working? What needs to be changed? What else do I need? EX: May PD Day with staff picked the program apart! Teacher Leadership Grows - impacts students and teaching partners. Teacher Learning: Evaluating
Collecting and evaluating data How do I know this is making a difference? Action research Informal and formal assessment Using data and observations to revise programs EX: Is this impacting student learning? What can be done to impact more? Is this meeting our goal? Teacher Leadership Grows - impacts larger educational community. Teacher Learning: Creating
Teachers as collective groups driving school change to enhance student learning Research-based University supports with PD Funds committed by administration EX: Portfolio revised according to feedback and informal data The process is cyclical! Teacher Leadership Grows - impacts all levels of the education profession. Blooms Taxonomy Applied to Teacher Learning Creating
Long-term change in practice Evaluating Using data to improve Analyzing Reflective practice Applying Applying lessons learned Understanding Remembering Explain how classroom works Knowing business of the day
Level of Teacher Leadership Increased Teacher Learning = Increased Teacher Leadership Creating Long-term change in practice Evaluating Using data to improve Analyzing Reflective practice Applying Applying lessons learned Understanding
Remembering Explain how classroom works Knowing business of the day PDS Partnership Catalyst for Increased Teacher Leadership Teacher Leadership Creating Long-term change in practice Evaluating Using data to improve Analyzing Reflective practice
Applying lessons learned Applying -----------------------------------------------------------------The PDS Springboard Understanding Remembering Explain how classroom works Knowing business of the day Higher Teacher Learning = Increased Teacher Leadership = Wider Influence Outside Classroom Analyzing Applying Understanding Remembering SB ES
fa cu De Fa Pa cu ul lty Evaluating lty SB st E ud S en ts Teacher Leaders Level of Impact Increases Creating
hers c a e T rvice Pre-se Levels of Impact on Partner Groups Pre-service Teachers Creating Evaluating Analyzing Applying Understanding
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