PDSD: UGA-COE and CCSD
-
Upload
university-of-georgia-college-of-education -
Category
Documents
-
view
231 -
download
2
description
Transcript of PDSD: UGA-COE and CCSD
Page 1 PPaPaPaPPaPPaPaaaPaPaaPPaPPaPaPaPPPPaPPaPPPaPaPPaPaaPPPPPPaPPaPaPaPaPaPaPaPaaPPPaPPPPPaPaPPPaPPaPPPPaaPaPaPaPaPPaPaPaPPaaPPPaPaPaPaPPaaaaaPaPaPaPaPaPaaPaPaPaPaPaaPaPPaPaPaPaaaPPaPaPPPPaPaPPaPaPPaPPaaaPaaaPaPPaPPPPaaPaaaPaaaaaaPaPPaPPPaPaaaaaaPaPaPaPaaPaPaPaPaPaaPaPaPaPaaPaaPaPaPaPaaaPaPPPPPaaPaPaaPaPaPaPPaaPaaaaPPaaPaPaPaPaPaPaaaPPaaPaPPPaPPaaaPaPaPaPPPaaageggegegeggggegegegegegegegegegegeegegeggegeggegegegegggegeggegeeegegegeegegggggeggeggggegegegegeeegegegegeggeggegegegggggegegeegegegegeggegegggegegegegegegegegeegeggegegegeegegegegegegegggggggegegegegegegegeegegggggggggggegegegegeeeegeeggggggegegegeegegegegeggggegeegegegeggegeegeggegeeegggggegeegegeggegegeggggggeggegeeggggeeeegegggggeggeeggegeegeeegegeegegeegggggggggggggggggggggggggggggggggg 11111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111
Professional Development School District: University of Georgia College of Education
and Clarke County School District Partnership
Professors and teachers partnering to create innovative classrooms
Quality Education for All Students Through:
Engagement in learning
Interdisciplinary understanding and problem solving
Critical inquiry and higher order thinking skills
Authentic learning, connected to real world issues
A sense of civic responsibility
Page 2
The University of Georgia College of Education (UGA COE) and the Clarke County School District (CCSD)have had frequent interactions and meaningful collaborations
for many years. The current partnership began during the
2007-08 academic year with a renewed interest in the
potential of public education and a renewed commitment to
collaboration, mutual support, and the sharing of resources.
During this initial phase, meetings were inclusive, with
participation from OneAthens, a community collaborative,
as well as the school district and university. Conversations
focused on fundamental questions about the nature
of schooling, the needs of the university, schools and
community, and the possibilities inherent in simultaneous
renewal.
In 2008 and 2009, representatives from both the school
district and the college participated in site visits to school-
university partnerships in Illinois, Wisconsin, and South
Professional Development School District (PDSD) – Background
PDSD At-a-Glance
• Over 500 UGA students participate in
courses or fi eld experiences at PDS
schools each year
• Four Model 4 Professional Development
Schools with Professors-in-Residence, on-
site courses and extensive collaboration
• Five Model 3 Professional Development
Schools with on-site courses, as well as
other collaborative projects
• Six faculty work as Professors-in-
Residence
• Eleven faculty teach on-site courses
• Six out of nine COE departments have
faculty involved
“Our relationship with the University of Georgia through the development of a Professional
Development School District has created the needed connections between educational practice
and research - which is required to improve learning experiences for all children. Our
strong working relationships have led to ‘real time’ opportunities for classroom teachers and
university professors to collaborate on providing the most effective classroom instructional
strategies, as well as stronger teacher preparation at the college level.”
Dr. Philip Lanoue, Superintendent, Clarke County School District
Carolina, as well as in Georgia. As a result of these visits,
extensive research, and many wide-ranging discussions,
the group decided to focus their planning on the Professional
Development School (PDS) model.
The Professional Development School District (PDSD) model
began with the opening of J.J. Harris Elementary Charter
School as a PDS in August of 2009. The success of this
school paved the way for continued conversations about
a more comprehensive partnership design. In 2011, the
CCSD and UGA COE expanded their partnership to include
the entire school district. Several different models were
created, based on four different levels of the partnership
(see chart on p. 3). Currently, there are nine schools that are
active PDS sites, with over 500 UGA students participating
in a course or fi eld experience at PDS schools each year.
The partnership has been recognized as a leader in the PDS
fi eld.
A COE Mathematics Education student assists a Clarke Middle Student with his math assignment.
Page 3
Groups of UGA students are placed
together at the school for student
teaching or fi eld experience
A COE faculty member contracts
for at least 2-3 years to serve as
a Professor-in-Residence at the
school, spending 50% of his or her
time at the school
Model 3 and 4 Professional Development Schools featured in this brochure include:
Early Learning Center ............................page 4
J.J. Harris Elementary Charter School ....page 5
Fowler Drive Elementary School ............page 6
Barrow Elementary School .....................page 7
Clarke Middle School ............................page 8
Hilsman Middle School ..........................page 9
Clarke Central High School ..................page 10
Emerging PDS Sites: Coile Middle
School & Cedar Shoals High School ....page 11
Districtwide Professor-in-Residence .....page 11
Offi ce of School Engagement ..............page 11
The mission of our partnership is to improve the quality of education for all our students through a student-centered approach which fosters:
• Engagement in learning
• Interdisciplinary understanding and problem solving
• Critical inquiry and higher-order thinking skills
• Authentic learning, connected to real-world issues
• A sense of civic responsibility
We will accomplish our mission by:• Engaging in shared inquiry focused on teaching and learning
• Facilitating the professional development of faculty in both institutions
• Providing opportunities for clinically rich experiences in educator preparation
• Sharing our expertise to innovate and to solve problems
• Integrated decision making
PDSD – Mission & Vision
PDSD – Structure
“Our partnership with Clarke County has
led to exciting and innovative approaches
to teacher preparation at UGA. It has
grounded that preparation in the wisdom
of practice and created a wealth of new
learning opportunities for our teacher
candidates. The partnership is one of the
best things that has happened to the college.”
Dr. James Marshall, Associate Dean for Academic Programs,
UGA College of Education
Model 4
Model 3
Model 2
Model 1School leaders work with the
D istrictwide Professor-in-Residence
on teacher evaluation and support
One or more UGA courses are
taught on site at the school
Page 4
The Early Learning Center (ELC) is part of CCSD’s early
childhood education programs, which include the state
lottery funded Pre-Kindergarten Program, federal Early Head
Start and Head Start, Preschool Special Education, Striving
Readers, and Early Reading First. Through collaboration
among these programs, 1,200 students are served across
the district, with approximately 150 children participating at
the ELC. Approximately 96 percent of the students receive
free and reduced lunch through the federal meal program.
Shelley Goodman is the Director of the Offi ce of Early
Learning and Principal of The Early Learning Center.
PDS activities at the Early Learning Center are wide ranging,
involving four UGA faculty, including Cindy Vail, Bridget Ratajczak, Rebecca Lieberman-Betz, in the COE
PDSD – Early Learning Center
“The PDS model has been instrumental in the development and implementation of
Positive Behavior Interventions and Support for the Early Learning Center. There
has been a remarkable change in teaching practices and the number of children
being removed from class for behavior challenges. PBIS ensures teachers address
social and emotional competencies in the classroom, so children develop appropriate
social behaviors. In addition to social and emotional support, the PDS model enables
our school to offer authentic learning environments for UGA students in the Birth
through Five program. This is a true professional learning community.”
Shelley Goodman, Director, CCSD Offi ce of Early Learning and Principal, Early Learning Center
Department of Communication Sciences and Special Education, and Stacey Neuharth-Pritchett, faculty in the COE Department of Educational Psychology. Each
semester, typically 25-30 undergraduate and graduate
students in the Birth through Five Program are placed in
classrooms for practicum and student teaching experiences
and assist with the assessment of ELC students. UGA
courses taught on site cover assessment, curriculum
and development of young children, and allow for the
ELC teachers, staff, and instructional coaches to make
presentations to the classes. UGA students benefi t from a
model preschool classroom in the building. UGA faculty also
provide professional learning and support to ELC teachers on
Positive Behavioral Intervention and Support (PBIS) and social
skills instruction and assist with grant writing.
COE faculty member Cindy Vail reads with students at the Early Learning Center. COE students in the Birth through Five Program lead story time with Early Learning Center students.
Page 5
J.J. Harris Elementary Charter School opened in August
2009 as the fi rst Professional Development School, resulting
from a collaboration that began in 2007 (see p. 2 for more
background). The school incorporates the principles of the
School-wide Enrichment Model, which encourages teachers
to use gifted strategies with all learners. J.J. Harris serves over
500 children in Pre-k through grade 5. The school population is
approximately 70 percent Latino and over 20 percent African-
American; 92 percent of the children receive free or reduced
lunch. Xernona Thomas has served as the principal since the
school opened.
The collaborative work of J.J. Harris and the COE is coordinated
by Lew Allen, faculty in the COE Department of Elementary and Social Studies Education, who has served as the
Professor-in-Residence since 2009. Allen provided leadership
for the development of the school-wide vision and mission
statement and works closely with the administration to support
all professional learning activities. He supervises 10-15 student
teachers each semester and works with the instructional coach
to align the supervision of student teachers with her coaching
efforts. Allen also attends weekly TATAL (Talking About Teaching
and Learning) team meetings for each grade level, as well as
Instructional Leadership Team meetings.
PDSD – J.J. Harris Elementary Charter School
“Through the PDS partnership with UGA, professional learning at J.J. Harris Elementary is
differentiated by grade level and/or individuals, meeting teachers where desire for improvement
arises or interests exist. Student teachers are offered the same professional learning opportunities
as mentor teachers, and efforts to further align pre-service teacher instruction with classroom
teacher practices continue to evolve through a mutual refl ective process.”
Melanie Bradberry, Instructional Coach, J. J. Harris Elementary Charter School
Approximately 30 UGA students take elementary methods
courses on site at the school each semester, and over 50
students serve as volunteers. Janna Dresden, faculty in the COE Department of Elementary and Social Studies Education and Director of the Offi ce of School Engagement, and Julie Kittleson, faculty in the COE Department of Mathematics and Science Education, teach methods
classes that provide UGA students m any opportunities to
observe and learn from practicing teachers as well as interact
with students from different grade levels.
These classes are coordinated and structured to provide of a
variety of specifi c learning experiences for pre-service teachers.
For example, pre-service teachers learn observation skills
in classrooms by participating in Look and Learn sessions,
observe and then debrief with master teachers during Teaching
Rounds, ask questions of experienced teachers in Talks with
Teachers, and teach small group, inquiry-based science
lessons to elementary school students during Science Centers.
UGA faculty are also collaborating with teachers at each
grade level to develop a school-wide literacy approach. UGA
research at J.J. Harris is ongoing, focused on the nature of
PDS collaborations and the role of the Professor-in-Residence.
Published research can be found in the American Journal of Evaluation and School-University Partnerships.
COE Early Childhood Education students give science lessons to small groups of J. J. Harris
students on Science Center day.
Principal Xernona Thomas (left), Professor-in-Residence Lew Allen (center), and InstructionalCoach Melanie Bradberry (right) work collaboratively at J. J. Harris Elementary Charter School.
Page 6
Fowler Drive Elementary School re-
opened in January 2011 after an
extensive remodel that created a 21st-
century school with a focus on science,
math, and technology. The physical
environment of the school encourages
learning even in its hallways. Instead of
plain tile fl oors, Fowler students walk on a map of Georgia
and its cities, allowing them to journey from the University of
Georgia Arch in downtown Athens south to River Street in
Savannah. The map extends outside to encompass three
small humps in the landscape, which represent the North
Georgia mountains. The school serves nearly 400 children
in Pre-K through grade 5; nearly half are African-American,
and 44 percent are Hispanic. Over 95 percent of the children
receive free or reduced lunch. Anissa Johnson serves as
the school’s principal.
Since 2011, Beth Tolley, faculty in the COE Department of
PDSD – Fowler Drive Elementary School
“We benefi t tremendously from the reciprocal professional development of the student teachers and interns. Through
their input, we are better able to offer interventions for our students and deliver one-on-one instruction to remediate
and extend the learning environment for our students. This approach provides meaningful professional development
and offers a practical clinical setting for the college students. We believe this hands-on learning structure provides a
positive win-win relationship for the Fowler Drive students, staff, and teachers.”
Anissa Johnson, Principal, Fowler Drive Elementary School
“It has been a phenomenal learning experience for me to be completing my practicum experience at a Professional
Development School, especially Fowler Drive, which embodies a sense of professionalism, dedication, and community.
I am surrounded by teachers who truly care about learning new, innovative ways to teach and engage their students.”
Rachel Glover, Early Childhood Education Student, UGA College of Education
Elementary and Social Studies Education, has served as
the Professor-in-Residence at Fowler Drive. Each semester
she supervises 10-15 student teachers and over 30 fi eld
experience students, teaches an elementary methods course
on site, and collaborates with teachers and administrators.
UGA students benefi t from frequent opportunities to work in
classrooms to observe children and teachers. Teachers at
the school serve as guest lecturers in the on-site classes to
offer insight to pre-service teachers on a variety of educational
practices. Fowler Drive students benefi t from individualized
attention and small group work with UGA students.
An on-site educational psychology course taught by Paula Schwanenfl ugel, faculty in the COE Department of Educational Psychology, also offers 10-15 UGA students
the opportunity to work one-on-one with students twice
a week to strengthen reading and comprehension skills.
Collected data demonstrates growth in reading achievement
for many of the children.
Beth Tolley
A Fowler Drive student practices reading alongside a COE studentwho takes an educational psychology class taught on site at the school.
COE Early Childhood Education students work in small groups in their elementary methods class taught on site at Fowler Drive Elementary School.
Page 7
PDSD – Barrow Elementary School
“The PDS partnership that Clarke County School District has developed with UGA is the most directly impactful
professional development that I have participated in. By working collaboratively with UGA faculty, I am able to
extend my thinking about teaching and learning, develop innovative strategies and lessons, and incorporate it all
immediately into the classroom with support.”
Glennda Shealey, Third-Grade Teacher, Barrow Elementary School
“I am a strong believer in the PDS program. I have witnessed it strengthen the connection between college students
and classroom teachers: giving both sides a voice in an open dialogue. I love learning new ideas and techniques from
pre-service teachers along with demonstrating strategies I have learned along the way. Fortunately, the real winners
in a PDS relationship are the students, and I am grateful to be a part of it.”
Michelle Hart, First-Grade Teacher, Barrow Elementary School
Barrow Elementary School is one of the leaders in the
district in terms of integrating technology into learning and
was featured on the Georgia Partnership for Education
Excellence bus tour. The school serves nearly 500 children in
Pre-K through grade 5. The population is 39 percent African-
American, 46 percent White, 7 percent Asian, and 5 percent
Hispanic; 51 percent of the children receive free or reduced
lunch. The school’s principal is Ellen Sabatini.
At Barrow, COE faculty and CCSD teachers work together to
co-construct classes that offer powerful learning experiences for
both Pre-K through grade 5 students and UGA undergraduate
students. Under the leadership of Jennifer James, faculty in the COE Department of Elementary and Social Studies Education, UGA courses taught at Barrow have included
First Year Odyssey courses that focus on young children
and reading, social studies methods courses, and a service
learning course related to hunger issues, serving a total of
90 UGA students since 2011. For Barrow students, James
has directly offered two service-learning enrichment clusters,
“Barrow Action Team” and “Neighbors helping Neighbors,”
through which children have grown food for the local food bank,
created a hunger-awareness video, and prepared a meal for a
local homeless shelter. James has fi nancially supported four
additional social studies enrichment clusters through a small
grant from the university’s Offi ce of Service Learning.
In addition to these on-site courses, James has worked with
teachers and teams to integrate social studies content into the
new Common Core Standards for English/Language Arts and
delivered team-level professional learning around integrated
planning and experiential learning in social studies. Along with
two teacher researchers, Glennda Shealey and Rita Foretich,
James is currently leading a two-year study supported by
a grant from the Spencer Foundation to determine what it
means to prepare students for civic participation in a 21st-
century world.
COE faculty member Jennifer James teaches an enrichment cluster class called“Neighbors helping Neighbors” to Barrow Elementary School students. Barrow Elementary School students enjoy extra time to read in the school’s hallway.
Page 8
Since 2011, Clarke Middle School (CMS) has been an International
Baccalaureate Middle Years Programme
candidate school, offering a rigorous
inter-disciplinary curriculum with a
focus on holistic learning, intercultural
awareness, and communication. It
serves nearly 600 students in grades
6-8. The school population is 52
percent African-American, 32 percent
White, and 9 percent Hispanic; nearly
68 percent of the children receive free
or reduced lunch. Tad MacMillan is the
principal of CMS.
PDSD – Clarke Middle School
“Clarke Middle is lucky to have Professor White as our Professor-in-Residence.
She brings her expertise to our content and faculty meetings, her students
work with our students, and in general, we are getting closer to the ideal of
blending theory and practice. It has also been so powerful for our teachers,
administrators, and students to be guest lecturers for her class. The whole
process has been powerful.”
Tad MacMillan, Principal, Clarke Middle School
Since 2011, Dorothy Y. White, faculty in the COE Department of Mathematics and Science Education, has
served as the Professor-in-Residence at CMS. She typically
teaches her secondary mathematics course on site at the
school twice a week each semester. Approximately 20-25
UGA students work with CMS students in small groups
during one class period, spending three weeks at each grade
level (6th, 7th and 8th). The UGA students learn to listen to
students’ mathematical thinking, ask questions, and work with
groups. CMS teachers benefi t from getting additional help for
their students. Teachers and administrators also share their
expertise with UGA students on topics, such as classroom
management, family engagement and assessment. White
actively participates in CMS math team and planning meetings
and supervises student interns and teachers at CMS.
Dorothy Y. White
A COE Mathematics Education student assists Clarke Middle School students in their math class. Clarke Middle School Professor-in-Residence Dorothy Y. White and her COE MathematicsEducation class enjoy working in small groups with Clarke Middle students.
Page 9
PDSD – Hilsman Middle School
“It has been an honor to learn from the staff and students at Hilsman Middle
School. I can’t explain how wonderful it is to learn from real life situations and
see how teachers handle them. Being able to see how things actually happen,
instead of reading it from a textbook, has been invaluable to me as a future
teacher and as a person.”
Meganne Butler, Middle School Education Major, UGA College of Education
Like Clarke Middle School, Hilsman Middle School is also an International Baccalaureate
Middle Years Programme candidate school,
providing a rigorous inter-disciplinary
curriculum with a focus on holistic learning,
intercultural awareness, and communication.
Hilsman serves over 650 students in grades
6-8. The school population is 60 percent
African-American, 22 percent White, and 8
percent Hispanic; 75 percent of the students
receive free or reduced price lunch. Selena Blankenship serves as the principal.
Since 2011, Kathy Thompson and Gayle Andrews, faculty in the COE Middle Grades Education Program in the Department of Elementary and Social Studies Education, have served as co-
Professors-in-Residence at Hilsman. They
co-teach 35-55 UGA students in their
middle school methods course on-site each semester and
supervise interns and student teachers. They collaborate
with Hilsman teachers so that UGA students can observe
many different styles of teaching and create opportunities
for UGA students to assist Hilsman students with projects.
For example, during Extended Learning Time, UGA students
facilitate Hilsman students’ brainstorming for ideas, research
question development, and the research process to help
them with their Social Studies Fair projects.
Thompson and Andrews are also engaged with the School
Improvement Leadership Team and collaborate with teachers
during summer and the academic year, including ongoing
professional learning days so that their work is integrated
into the school community. They recruited the UGA Project
FOCUS program to the school, giving Hilsman students
opportunities to learn hands-on science lessons from UGA
students. Gretchen Thomas, faculty in the COE Learning, Design, and Technology Program, has also begun to
support technology integration efforts at the school.
Gayle Andrews
Kathy Thompson
COE Middle Grades Education students take their middle school methods course on site at Hilsman Middle School, where they benefi t from many interactions with students, teachers, and administrators.
Page 10
In 2012, Clarke Central High School (CCHS) was named a
Breakthrough School, through a joint program of the MetLife
Foundation and the National Association of Secondary School
Principals (NASSP). The school is one of only ten in the
nation chosen for making gains in academic achievement by
providing rigorous and personalized instruction, with at least
40 percent of students receiving free or reduced lunches.
CCHS serves nearly 1,500 students in grades 9 through 12.
The school population is 56 percent African-American, 21
percent White, and 18 percent Hispanic; nearly 73 percent of
the students receive free or reduced lunch. The school is led
by principal Robbie Hooker.
PDS activities at CCHS are centered in Math Education and
English Education. Each semester, AnnaMarie Conner,
PDSD – Clarke Central High School
faculty in the COE Department of Mathematics and Science Education, teaches a secondary methods class
on site to 20 COE math education students, giving them
opportunities to work one-on-one with high school math
students in three different classrooms. Peg Graham, faculty in the COE Department of Language and Literacy Education, teaches a secondary teaching methods class on
site once a week each semester to approximately 15 English
Education students. Students observe CCHS students and
teachers, work one-on-one with high school writers, learn from
teachers who guest lecture in their class, and conduct inquiry
projects on issues such as technology in the classroom,
effective literacy practices, and the Ninth Grade Academy.
UGA faculty also supervise student teachers at CCHS and
participate in School Improvement meetings.
“Pairing the UGA math education students with our Clarke
Central students for tutoring is benefi cial as individual
student needs can be targeted. The greater gain, however,
seems to be exposing the high school students to people
who are both close to them in age and who deeply feel the
importance of learning math.”
Margaret Trandel, Math Teacher, Clarke Central High School
A COE Mathematics Education student tutors a ClarkeCentral High School student one-on-one in his math class.
Clarke Central High School teacher Margaret Trandel (second from left)and her students welcome COE students in her math classroom.
Page 11
Cedar Shoals High School
Under the leadership of Principal Tony Price, PDS activities
are getting underway at Cedar Shoals High School with a
focus on social studies education. Sonia Janis and Mardi Schmeichel, both faculty in the Department of Elementary and Social Studies Education, are teaching social studies
methods courses on site and are partnering with teachers to
link the pre-service teacher curriculum with the high school
classes.
Districtwide
Professor-in-Residence
PDSD – Emerging Professional Development Schools
Sally Zepeda serves as the Districtwide Professor-in-
Residence for the entire school district. Her work has
centered on the new teacher evaluation system, professional
development for school leaders related to their work with
the evaluation system, and framing key practices from the
research base, most notably the observable classroom
practices that frame the performance standards and their key
elements.
Coile Middle School
Coile Middle School, led by Principal Dwight Manzy, is just
becoming a PDS school with a focus on English Language
Learners and striving readers. Ruth Harman, faculty in the COE’s Department of Language and Literacy Education,
is teaching a graduate-level class on site that will focus on
content and language integration in science, English Language
Arts, and social studies. Approximately seven percent of the
Coile students have a fi rst language other than English.
UGA College of Education
Offi ce of School Engagement
The Offi ce of School Engagement (OSE) serves as a bridge
between the worlds of theory and practice in P-16 public
education to improve the educational experiences of students
and the professional lives of educators.
Erica GilbertsonPublic Service Faculty Representative
and Project Manager,
Offi ce of School Engagement
Janna DresdenDirector, Offi ce of School Engagement,
and Clinical Assistant Professor in the
Department of Elementary and Social
Studies Education
Sally ZepedaProfessor, COE Department of Lifelong
Education, Administration, and Policy, and
a Fellow in the Institute for Interdisciplinary
Research in Education and Human
Development
Several Coile Middle School students take annual trips to the Universityof Georgia to be exposed to higher education opportunities.
Annually, around 80% of Cedar Shoals high school graduates reportthey will attend either a two or four-year college after graduation.
Page 12
For more information, contact:Dr. Janna Dresden, Director
Offi ce of School EngagementCollege of EducationUniversity of [email protected]/ose
Dr. Noris Price, Deputy Superintendent
Clarke County School [email protected]
VisionThe Clarke
County School
District and the
University of
Georgia College
of Education
Professional
Development
School District
aspires to
transform
education at all
levels through
a systemic,
sustained, and
comprehensive
partnership.
UGA Photos by Dot Paul