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ERIC Number: ED478623
Record Type: Non-Journal
Publication Date: 2003-Apr
Pages: 21
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
If You Do What You Always Did, You Get What You Always Got: Portland SST Transforming School Cultures through a Seamless Continuum of Teacher Professional Development.
Canniff, Julie G.; Shank, Melody J.
The Portland Public Schools, Maine, a small, diverse urban district, partnered with the Portland Education Association and the University of Southern Maine's College of Education and Human Development to pilot Strengthening and Sustaining Teachers (SST), part of a national effort to link preservice teacher education in a continuum with veteran professional development. Planners developed a beginning teacher induction program at one elementary and one high school. Over time, more schools have become involved. Researchers evaluated the Portland SST, presenting findings through three case studies that examined: processes required to build a truly shared partnership between the college, school district, and teacher's association; history and current condition of the university's teacher certification program; and the two schools' design and implementation processes. Results revealed that different phases of the continuum were not linked during the first 2 years. The induction program did not build on all of the structures underlying the university's teacher education programs. With the exception of mentor training, SST and the district's existing certification mentoring program were not solidly linked. Building administrators' voices were diminished in induction program design and implementation, which created problems for new teachers primarily around scheduling. Nonetheless, the project continues to build new relationships and stronger partnerships as participants become more committed to embedding teacher development into collaborative school and district cultures. (Contains 23 references.) (SM)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A