ERIC Number: ED418921
Record Type: RIE
Publication Date: 1998-Feb-26
Multiple Perspectives and Their Influence on the Development of an Assessment Process for an Emerging Professional Development School.
Kostin, Mark S.
This study interviewed 22 stakeholders in a Professional Development School (PDS) to determine their attitudes about the purpose, processes, relationships, and outcomes of their partnership. The study involved a series of in-depth, semi-structured, 1-hour interviews with PDS stakeholders to identify critical elements deemed necessary for the initiation, sustainment, and evaluation of an emerging PDS. Researchers transcribed each interview, then analyzed participant observation records and field notes for theme development and categorization. Stakeholders described three main purposes of PDSs, though with varying degrees of acceptance and understanding. The results revealed at least three different cultural groups in existence at the PDS. They were the school-based pragmatists, the university-based conceptualizers, and the partners (school and university stakeholders who were flexible thinkers and believed in the notion of the PDS and its capabilities). The study proposes an assessment framework that examines the effectiveness of a PDS on five levels: improved K-16 student learning; preservice education worthy of preparing the next generation of teachers; meaningful, needs-based inservice professional development; mutual renewal that generates knowledge for the profession; and the cultivated mutuality of the collaborative relationship. (Contains 24 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Association of Colleges for Teacher Education (50th, New Orleans, LA, February 25-28, 1998).