Cooperating Teachers' Perceptions of the Nature and Quality of Professional Development in a Professional Development School Collaboration PDF Download

Author: Alexandria Teresa Lawrence
Publisher:
ISBN:
Category : College-school cooperation
Languages : en
Pages : 334

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Author: Cheronda Farrish
Publisher:
ISBN:
Category : Career development
Languages : en
Pages : 336

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Book Description
A need existed to examine the perceptions of cooperating teachers in a special education professional development partnership. The focus of this research was to understand what special education cooperating teacher perceived to be the benefits, challenges and role of the special education cooperating teacher, during the professional development year. The benefits and challenges of assuming the role as a cooperating teacher in a special education professional development partnership, and the cooperating teacher's perception of the role is largely understudied. Preparing future special education teachers can be a daunting task, and there are few cooperating teacher who volunteer to fulfill this demanding role. Research suggests that beginning special education teachers often enter the field not adequately prepared. Research also emphasizes that cooperating teachers are often the most influential factor in the development of interns or novice special education teachers, as they have the most contact and communication with the intern, throughout the professional development year. Research demonstrated the need for interns to be supported by a special education cooperating teacher who models, co-plans, gives feedback, teaches the individual education plan process, teaches behavior management and provides frequent opportunities to practice and reflect while allowing the intern to assume more responsibility, eventually taking over the classroom as the lead teacher. Teacher preparation has become increasingly more collaborative between universities and schools, because of these expectations. This research focused on 18 cooperating teachers, in the District of Columbia, Maryland and Virginia areas, who assume or have assumed the role of a cooperating teacher, in a special education professional development partnership. This study examined what cooperating teacher perceived to be benefits, challenges and their perceptions of the role.

Author: Hugh G. Petrie
Publisher: SUNY Press
ISBN: 9780791426067
Category : Education
Languages : en
Pages : 332

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Book Description
Provides insights into and results of a wide variety of experiments with professional development schools in the field of education.

Author: Merilyn Buchanan
Publisher: Research in Professional Development Schools
ISBN: 9781641130370
Category : Education
Languages : en
Pages : 0

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Book Description
Rich clinical preparation combined with progressive experiences in professional development school (PDS) settings are proposed to bring about systemic and impactful transformation of educator preparation and professional growth in order to improve and enhance P-12 student learning. In this book, diverse authors describe their efforts to forge PDS partnerships to develop and deliver high quality training and practical experiences for candidates, and simultaneously provide professional development for experienced practitioners in ways that mirror recommendations found in authoritative reports and literature. The authors' collective wisdom is vividly captured in the multi-voiced chapters that are collaborations between cooperating teachers, school administrators, county and district level administrators, university supervisors, and instructional faculty. The contexts authors write about are recognizable, and the accomplishments they experienced and challenges faced will resonate with institutions courageously undertaking change or renewal. The book will be invaluable to school and university faculty and administrators as they transition to a partnering model of clinical preparation for teacher candidates: it will help stakeholders decide if their schools and institutions are ready to commit to a partnership, and highlight the benefits they stand to gain, but realistically address challenges that may be faced by administrators and faculties as well as teacher candidates in the PDS enterprise.

Author: Rick Breault
Publisher: Rowman & Littlefield Publishers
ISBN: 1442208414
Category : Education
Languages : en
Pages : 178

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Book Description
Professional Development Schools: Researching Lessons from the Field provides a comprehensive analysis of PDS research that can aid PDS stakeholders in designing and sustaining meaningful research in their partnerships. Breault and Breault used an extensive qualitative meta-synthesis to examine the research over the past 20 years. Their comprehensive review of 300 studies provides a.deep understanding of the challenges and potential within PDSs. The authors offer analysis regarding key elements of PDSs and highlight strong studies including a large-scale, multi-site study and studies using mixed methods and action research effectively. They also highlight exemplary studies showing how pilot studies are effective ways to research new partnerships, how theory can lead to greater abstraction, and how metaphor can clarify complex relationships. This book is an essential resource for all stakeholders involved in professional development schools.

Author: Nancy Bacharach
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 50

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Book Description
Discusses the principles behind creating and implementing a professional development school (PDS) for training new teachers.

Author: Emily Shoemaker
Publisher: IAP
ISBN: 1641139153
Category : Education
Languages : en
Pages : 165

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Book Description
Professional Development Schools offer P-12 schools and universities the opportunity to create rich learning environments for students, teacher candidates, teachers, university professors and administrators. The creation of Professional Development Schools requires careful thought and planning by leaders from both institutions who understand the importance of a systemic approach to gathering information that will allow them to build strong, sustainable partnerships. This book is a practical, hands-on guide to exploring and assessing school and university readiness and compatibility to pursue a PDS partnership. The Professional Development School Exploration and Assessment (PDSEA) Protocol provides surveys and focus group interview questions that facilitate the identification of P-12 school and teacher preparation program qualities, characteristics and perceptions to determine institutional compatibility. Collaborative discussion and PDS planning templates provide guidelines for planning new PDSs. Assessment instruments used with the PDSEA Protocol are available online. The authors offer unique insights into Professional Development Schools based on their experiences as educators in elementary, middle school, high school and as university professors who have been active in Professional Development Schools for 13 years. In this book, they share their insights and practical ideas about what it takes to develop viable and sustainable Professional Development Schools. Developed over a period of 8 years in a study that involved three universities and 13 partner schools, the PDSEA Protocol will assist teacher preparation programs, P-12 school districts and individual school sites as they explore, assess and plan school-university partnerships.

Author: Kathleen Iris Beattie
Publisher:
ISBN:
Category :
Languages : en
Pages : 334

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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 532

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Book Description

Author: Catherine Beck
Publisher: Routledge
ISBN: 1317689763
Category : Education
Languages : en
Pages : 107

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Book Description
Given the current economic climate and budget constraints facing schools, funding for professional development is continually reduced. And yet administrators still need to find methods to implement new instructional initiatives, such as the Common Core State Standards. This important book provides leaders with a high quality professional development approach at a low cost—the Peer Observation Process. Outlined in manageable steps, this strategy will help leaders implement any new school initiative or instructional method, no matter the context. This book will help you: -Support staff with job-embedded learning that includes reflection and feedback -Get your staff excited and engage them in ongoing collaboration -Create teams and organize schedules -Initiate and deliver tough conversations -Address accountability and measure success Based on an established and successful program, this book outlines an effective approach that is easy to implement and will help schools increase student achievement, strengthen school culture, and improve job satisfaction.