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ERIC Number: ED347142
Record Type: RIE
Publication Date: 1992
Pages: 22
Abstractor: N/A
Reference Count: 0
An Historical-Ethnographic Study of an Emerging Professional Development School.
Sagmiller, Kay; Gehrke, Nathalie
Amherst Middle School (Sherwood, Washington) has been undergoing a change process initiated by a small group of teachers who began an investigation into excellence in middle school education. An outcome has been that Amherst became a Puget Sound Professional Development School (PSPDS) while implementing a state-sponsored School for the Twenty-first Century grant. PSPDSs are part of a collaborative institution, the Puget Sound Professional Development Center (PSPDC). While the Twenty-first Century grant focused on concrete, measurable goals that were directly related to student achievement, the professional development school project had less clearly defined objectives. Although there was a strong effort to involve Amherst faculty in designing the grant proposal, the meaning and responsibilities of being a professional development school (PDS) were not fully outlined to school faculty. This failure to obtain widespread faculty involvement in committing to and planning for becoming a PDS has created certain difficulties in securing widespread faculty participation in the professional development opportunities made available through the PSPDC. This report describes some aspects of the development of Amherst Middle School as a professional development school; discusses some of the misconceptions, tensions, resistance, and resentments related to the PDS project among Amherst staff and among other district schools; traces the development of related restructuring activities at Amherst, 1984-1991; and suggests some lessons to be learned from this study of PDS implementation. (IAH)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Puget Sound Professional Development Center WA
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 20-24, 1992).