Transcript Document

Partnership Building
Building a Partnership Between
Pacific University SOE &
A Rural School District
Serving Native American Children
Seth Agbo, Ph.D.
Coordinator, Undergraduate program
School of Education
Pacific University
Main Goals
• School improvement
• Teacher education
• Veteran teacher development
Specific Goals
• Addressing problems
of teaching & learning
• Assessing intercultural
and interethnic
learning needs
• Support for preservice teacher field
experience
• Creation of
Professional
Development
Schools (PDSs) to
prepare culturally
competent teachers
• Recruitment of
underrepresented
groups into teacher
education
Seven Project Phases
1.
2.
3.
4.
5.
6.
7.
Negotiating Working Relationships
Widening the Web
Developing Strategies
Funding Sources
Definition of Action Projects
Professional Development Schools
Collective Education Activities
Phase 1: Negotiating Working
Relationships
• December 2000: Fact-finding visits to
Grand Ronde & Warm Springs
Reservations
• January 2001: Visit of Pacific U. School
of Education Dean (Willard) Director of
Service Learning (Ellen), Daniel & Seth
to Grand Ronde.
• February 2001: Same team to Warm
Springs
Phase 2: Widening the Web
February 2001:
• A conversation with
Willamina School
District
March 2001:
• Workshops based on
group discussions
• Problem Identification &
Priority Setting
Exercises
Phase 2
(continued)
April 2001:
• Priority setting
exercises
• Fundamental &
specific suggestions
to deal with
priorities
Phase 3: Setting Strategies
May 2001:
•Teacher Professional
Development
•Summer Support
Institute/Workshops
•Technology
Integration and
Sustained Support
Phase 3 (contd.)
 June 2001:
 University faculty lead instructional
activities in public school classrooms.
Phase 4: Funding Sources
• July/August 2001:
–Preparing the grounds for
financing projects
–Gathering background
information for grant proposals
–Negotiating support for grant
proposals
–Setting meeting agendas
Phase 5:
Definition of Action Projects
• Deciding on action projects
• Ongoing participation in school
improvement and teacher
development
Phase 6: Professional
Development Schools (PDSs)
• An emerging confluence of diverse
trends of theory & practice in teaching
• An evolving seamless web of ideas &
activities about teaching & learning
• Learning about teaching & teaching
about learning.
Professional Development School (PDS) Model
PDS Site
Staff
Pre-Service Field
Experience
University
Faculty
PDS Site Students
in the Classroom
PDS on-site
facilitator
Ed. Theories
& Pedagogical
Methods
University
Students
PDS Overarching Goals
The PDS model will facilitate:
• Improvement of pre-service and novice
teachers.
• Ongoing professional growth of veteran
teachers.
• Ongoing exchange of pedagogical knowledge
and skills.
• Team planning, collaboration, collective
reflection.
Phase 7:
Collective Education Activities
Center for:
• Disseminating information about
pedagogy and technology
• Generating content and professional
elements and conditions of learning and
teaching
• Exchanging ideas between school
teachers, researchers, administrators,
students and university faculty
• Collaborative research
Continued Collaboration
• PDS staff and college faculty must
continue to meet regularly for planning
and improving ongoing work
• Any new initiatives being planned must
be developed jointly between the school
and the college
Implications for
SOE/Pacific University
• University should support priority hiring
of PDS site staff as adjunct faculty
• Cost share for transportation, etc. to
PDS sites
• Reallocation of existing resources and
new resources are obtained
• Flexibility within systems geared toward
traditional teacher preparation
Implications (Contd.)—Policies that:
• Support university faculty and public school
collaboration
• Recognize participation of area public school
staff as valuable in-service professional
development partners in teacher education
• Support public school staff as guest teachers
in teacher education classes.
• Support the joint development of operating
policies & procedures for pre-service teacher
education & in-service teacher development.
CONCLUSION--Transformational
Learning Model
• Transformational Learning--New frames
of teacher learning that enhance the
learning of public school students, preservice teachers, veteran teachers and
teacher educators:
• Learning by teaching
• Learning by doing
• Learning by collaborating
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University
Faculty
Educational
Theories &
Pedagogical
Methods
University
Students
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Mentor
Teachers
Classroom
Teaching &
Interactions
w/ Students
School
Admin.
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Pre-service
Teacher
Education
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Fig. 1 - University/Public School Transformational Learning Model
In-service
Professional
Development
Increased
Elementary
School Student
Achievement