ERIC Number: ED470682
Record Type: Non-Journal
Publication Date: 2002-Jan
Reference Count: N/A
Issues Emerging from First-Year PDS Implementation.
Castle, Sharon; Groth, Lois; Shaklee, Beverly
This paper focuses on a revised Professional Development School (PDS) program and what participant groups perceived to be key issues during the first year of implementation. It addresses the role of PDSs in improving the quality of beginning teachers within a non-supportive state policy environment. The George Mason University Elementary program revised its PDS program in response to changes in state licensure requirements and research from the previous PDS program. The redesign process included extensive participation from the local school districts and education associations. During the first year of implementation, focus groups were conducted with participant groups in order to ascertain what in the new design was working well and what could be improved. Participant groups included university facilitators, principals, site facilitators, interns, and clinical faculty. The focus group tapes were analyzed for strengths, areas for improvement, and design and implementation issues. The results were fed back to each group and used to discuss program improvements. This paper includes a description of the PDS design and its relation to the state policy context, then centers on the emergent issues, the strengths and weaknesses embedded within those issues, and how feedback loops were closed. Implications for the design and implementation of PDSs are included. (SM)
Descriptors: College School Cooperation, Elementary Education, Higher Education, Partnerships in Education, Preservice Teacher Education, Professional Development Schools, Program Effectiveness, Program Evaluation
Paper presented at the Annual Conference of the Holmes Partnership (6th, San Antonio, TX, January 25-27, 2002).
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A