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ERIC Number: ED408261
Record Type: Non-Journal
Publication Date: 1997
Pages: 12
Abstractor: N/A
Reference Count: N/A
Strategies for Creating and Maintaining a Collaborative Community in a Professional Development School Setting.
Lyman, Lawrence; And Others
Each year since 1993 the Teachers College at Emporia State University (Kansas) has placed 20 to 30 of its senior elementary education students in Professional Development School (PDS) sites in selected elementary schools. In the Emporia State PDS model, faculty from a public elementary school collaborate with faculty from the university to provide preservice teachers with instruction and practice in acquiring the skills and attitudes needed for effective teaching. The preservice teachers complete their methods classes and student teaching in a year-long clinical program that is completely field-based and involves ongoing, active, collaboration between the elementary school faculty and university faculty. Support from the elementary school is essential to the success of the PDS program and skilled mentor teachers are required. The elementary school faculty and administrators provide instruction and evaluation as well as professional and personal support. Preservice teachers are made a part of the school sites by inclusion in staff meetings and social events, and they receive defined expectations from school faculty and the principal. Preservice teachers are also encouraged to form informal support groups among themselves, and they are given opportunities for group work and development of group interaction skills. (JLS)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A