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ERIC Number: EJ1034033
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Broadening the Scope of PDS Liaisons' Roles in Community Schools
Ferrara, JoAnne; Gomez, Diane W.
School-University Partnerships, v7 n1 p110-117 2014
Professional Development School liaisons are accustomed to developing relationships between their respective universities and partner schools. When the partner school is also a ''full service'' or ''community'' school, the partnership's dynamics change. This article describes the expanded roles of two PDS liaisons as they negotiated the new dimensions of working to facilitate collaboration among all the partners in a full service community school while fostering a focus on whole child education. Qualitative data sources from the classroom teachers, partners, and liaisons demonstrate how NAPDS' Essentials, 1, 3, and 8 are fundamental to the success of all partners in a full-service PDS community school. NAPDS Essentials Addressed: #1/A comprehensive mission that is broader in its outreach and scope than the mission of any partner and that furthers the education profession and its responsibility to advance equity within schools and, by potential extension, the broader community;#3/Ongoing and reciprocal professional development for all participants guided by need; #8/Work by college/university faculty and P-12 faculty in formal roles across institutional settings.
Descriptors: Professional Development, Professional Development Schools, Partnerships in Education, Community Schools, Elementary School Teachers, Secondary School Teachers, College Faculty, Interprofessional Relationship, Interpersonal Communication
National Association for Professional Development Schools. College of Education University of South Carolina, Wardlaw 252, Columbia, SC 29208. Tel: 803-777-1515; Fax: 803-777-3035; e-mail: email@example.com; Web site: http://www.napds.org/school_university_partnerships.html
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Secondary Education; Higher Education; Postsecondary Education
Authoring Institution: N/A