Sunday, November 22, 2009

Professional Network Schools-
"Connect,Communicate, Collaborate"

Resources

What is a Professional Networking (Level III) School?

A Professional Networking School is an elementary, middle, or high school that works in partnership with a University and other Professional Network sites to develop and demonstrate:

  • practical, thought-provoking preparation for novice teachers
  • new understandings and professional development for experienced educators,
  • research projects that add to all educators' knowledge about how to make schools more productive.
  • exemplary learning programs and for diverse students

A Professional Networking School is a center of responsible innovation where new programs and technologies can be tried out and evaluated. It is a place where faculties of the school and of the University experience are working at the edge of their knowledge.

For our students preparing to be teachers, just forming their knowledge and technique, they are able to explore the reality of classrooms similar to those where they are likely to get their first jobs. They also see the skilsl, hear the counsel, and feel the support of expert teachers. Becoming a Professional Networking School is a negotiation process: a back-and-forth dialogue among people from Universities, schools, and the community.

Which area schools are Professional Network Schools?

What is the local advisory group or site coordinator?

Each school site has an advisory group and/or site coordinator. They work to

  • develop a site action plan
  • implement the site action plan
  • approve mini grant proposals
  • evaluate activities
  • communicate with the local school board

 

Benefits of a Professional Networking School Partnership

Partners see many benefits to this enhanced collaboration including the opportunity to:

  • Identify, implement, and evaluate mutually determined goals;
  • Design, test, and evaluate models for training new teachers;
  • Conduct research on issues related to teaching, learning, and school effectiveness;
  • Increase and improve professional development opportunities for teachers;
  • Strengthen collaboration with ASU faculty who work in related fields;
  • Engage members of the broader community in related issues;
  • Build teamwork by working together on authentic tasks;
  • Enhance linkages vertically (across grades) and horizontally (within and across schools and with higher education);
  • Inform policies;
  • Seek funding;
  • Advocate teacher quality (e.g., communicate concerns; share work);
  • Increase contacts and expand expertise while building networks.

Goals 2009-2010

Focus will be on curriculum, student learning, student teacher/intern learning and teacher professional development

  1. Utilize co-teaching model at all PDS sites.
  2. Identify school sites to join the Network
  3. Identify school contacts/advisory groups
  4. Invite content-area faculty from the ASU College of Arts and Sciences and RCOE to partner with schools
  5. Support the work of schools with mini-grants
  6. Improve communication among all stake holders in the PDS.

Accomplishments

Partnerships with local schools has helped to inform local policy regarding student teaching.

  • Creation of "Conversations with Teachers" seminars at the school site.
  • Development of a co-teaching model and film for student teaching
  • Early internships that focus on collaborative work with ASU faculty.
  • Encouragement of beginning of the semester entry for student teachers

 

NCATE Standards for Professional-Development Schools

Our work in the partnership is informed by The National Council for Accreditation of Teacher Education standards for professional development schools (condensed below)

Standard I: Learning Community
Partners include the university, school district, teacher union(s), or other professional education association(s), and may extend to arts and science faculty, other interested school and university faculty, family and community members, and other affiliated schools. They also ensure that all stakeholders collaborate to create a vision and implement it with the ultimate goal of integrating the learning and development of P-12 [preschool through 12th grade] students, prospective educators, and PDS partners through inquiry-based practice.

Standard II: Accountability and Quality Assurance
Partners collaboratively develop assessments, collect information, and use results to systematically examine their practices and establish outcome goals for all P-12 students, candidates, faculty, and other professionals. The program demonstrates impact at the local, state, and national level on policies and practices affecting its work.

Standard III: Collaboration
Partners collaborate to design roles and structures to support the PDS efforts and utilize them to improve outcomes for P-12 students, candidates, faculty, and other professionals.

Standard IV: Diversity and Equity
Programs include diverse participants and diverse learning communities and result in learning for all.

Standard V: Structures, Resources, and Roles
Partners use their authority and resources to develop a mission and establish a governing structure that support the learning and development of all involved.

 

Resources