A Tale of Two Professional Development Schools.

Autor/inn/en	Cosgrove, Maryellen; und weitere
Titel	A Tale of Two Professional Development Schools.
Quelle	(1994), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College School Cooperation; Educational Research; Faculty Development; Higher Education; Inservice Teacher Education; Intermediate Grades; Junior High Schools; Middle Schools; Partnerships in Education; Preservice Teacher Education; Professional Development Schools; Program Development; Student Teaching; Teacher Improvement; Teacher Role; Teaching Experience + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerfortbildung; Mittelstufe; Sekundarstufe I; Middle school; Mittelschule; Mittelstufenschule; Hochschulpartnerschaft; Lehramtsstudiengang; Lehrerausbildung; Programmplanung; Teaching practice; Unterrichtspraxis; Lehrerrolle
Abstract	This paper describes the goals, planning, governance, faculty roles, faculty development, and research activities at two professional development schools (PDSs) affiliated with Armstrong State College (Georgia). The college launched PDS partnerships with White Bluff Elementary School and Bartlett Middle School in September 1993. The roles of cooperating and other classroom teachers, college faculty liaison, and site-based supervisor are discussed. At both schools, reciprocity characterizes faculty development; both college and school faculty help to shape the professional development program at each institution. Collaborative inquiry is also an objective of each site, and formative and summative evaluation of program goals is an integral part of the program. Several examples of current and planned research activities are provided. Program goals include: (1) developing and implementing field sites, based on supportive partnerships, for preservice teachers; (2) maintaining innovative field-based experiences that reflect the social and racial balance of the school community; (3) utilizing faculty from school and college sites to develop curriculum and teach courses at all sites; (4) identifying and developing research-based supervision strategies; (5) fostering preservice and inservice teacher engagement in inquiry and reflective practice; (6) keeping teacher preparation at Armstrong State College dynamic and proactive; and (7) documenting the disseminating information about the planning, implementation, and evaluation of the PDS partnerships. (Contains 39 references.) (IAH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC