ERIC Number: ED370891
Record Type: RIE
Publication Date: 1991-Apr
Reference Count: N/A
Initiating Conversation at a Professional Development School.
This paper describes the initial stages and activities associated with establishing professional development school (PDS) partnerships. Efforts to formulate working groups to develop PDSs began in 1987, and this discussion shares reflections on three years' work. PDSs generally begin when members of the college of education and local school faculties agree to work together to create a PDS. In the situation described in this paper, the first stage involved gaining entry to the schools and staging orientation activities that were designed to develop shared understanding among school and university faculty on key issues, ideas about teaching and learning, professional education, and restructuring. The approach to gaining entry to the buildings and the levels of cooperation and resistance encountered varied from school to school. The orientation activities included get-acquainted sessions that focused on identifying and sharing ideas about teaching, learning, professional education, and changes needed. Another focal point was identifying an initial plan for change and inquiry. Although there were aspects of the process of establishing a PDS that were enthusiastically embraced by some school faculty, the process was complicated by resistance on the part of building-level and district administrators and by hostility from some university faculty toward their colleagues working with the PDS partnerships. (IAH)
Descriptors: Administrator Attitudes, College School Cooperation, Educational Change, Elementary Secondary Education, Higher Education, Interprofessional Relationship, Partnerships in Education, Professional Development Schools, Program Development, Resistance to Change, School Restructuring, Teacher Attitudes, Teacher Education
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Barriers to Participation; Reform Efforts
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 3-7, 1991). Attachments and diagrams indicated in the paper are unavailable.