Webinar: What Does it take to Build a School-University Partnership?

1. Webinar: What Does it take to Build a School-University Partnership? National School Board Association Wednesday, May 13, 2009 Dr. Ginger L. Zierdt, Center for School-University Partnerships - Director Dr. Michael Miller, College of Education - Dean Dr. Jerry Robicheau - Dept. of Education Leadership - Chair and Faribault Public Schools Board of Education Member

2. NSBA Webinar Description • Are your new teachers ready for the classroom? Young teachers come to the classroom with great energy and high expectations about changing the world. Are you able to keep that energy level high and provide the resources necessary to ensure that after two years they still believe that they can make a difference in the lives of children? Recent trends in educational reform have focused on Professional Development Schools (PDS), where pre-service teachers spend much of their time in P-12 classrooms while working with collaborative teams of faculty from school districts and colleges of education. Minnesota State University, Mankato, in conjunction with departments in the College of Education, the Center for School-University Partnerships has helped establish pilot sites in rural and urban settings, in traditional and non-traditional schools, with the goal of developing these into full-fledged teacher preparation partnership programs. Join Ginger Zierdt, Director of the Center for School-University Partnerships, Michael Miller, Dean of the College of Education at Minnesota State University, Mankato and Jerry Robicheau, school board member of the Faribault Public Schools as they discuss the value of a school district/university partnership and some of the wonderful unanticipated outcomes of that effort.

3. What is a Professional Development School (PDS)? • A PDS is P-12 school, which supports a multidimensional program collaboratively designed and managed by a school-university partnership. The major purposes of the PDS are: (a) to identify, develop, test, and refine practices that promote student achievement; (b) to support initial preparation and continuing professional development for teachers and other school-based educators; and (c) to support applied inquiry designed to improve pupil and educator development. Reference: http://www.aacte.org/

4. PDS Fast Facts Schools that share the mission and goals of professional development schools (PDSs) are known by various names, including: • Professional Development Schools (Holmes Group) • Professional Practice Schools (American Federation of Teachers) • Clinical Schools (Carnegie Report) • Partner Schools (National Network for Educational Renewal) Reference: http://www.aacte.org/

5. PDS Fast Facts Common Goals of Model Programs • Maximizing student performance and achievement • Preparation of new teachers and other school-based educators • Professional development of beginning and experienced teachers and other school-based educators • Applied inquiry designed to improve practice Reference: http://www.aacte.org/

6. PDS Fast Facts Common Commitments & Characteristics • Equity in policy and practice • Parity among collaborating partners, which may include one or more schools and school districts, one or more colleges or universities, and one or more teachers unions • Simultaneous renewal of schools and teacher education • Incorporation of the best available knowledge into programs and practices Reference: http://www.aacte.org/

7. PDS Fast Facts Number of Programs in the U.S. (information based on survey data collected by the Clinical Schools Clearinghouse, 1994-1996) • 344 individual preK-12 schools • 84 partnerships, which include 96 colleges and universities • Approximately 75% of PDSs are elementary schools • Approximately 71% of PDSs started between 1991 and 1996 • Individual partnerships manage 1 to 37 PDS sites • Documented PDS partnerships in 38 states • Estimated total number of PDSs = 637 - 650 (based on survey and informal data) • Comparable institutions either established or planned in the following foreign countries: Canada, Greece, Israel, Japan, United Arab Emirates Reference: http://www.aacte.org/

8. Our PDS story...by the numbers and mission

9. Our PDS by the Numbers • National Center for Education Statistics ( NCES ) • Faribault Public Schools (NCES District ID:
2711760) • Owatonna Public Schools (NCES District ID:
2728050) • Waseca Public Schools (NCES District ID:
2741880) • Mankato Public Schools (NCES District ID:
2718780) • St. Peter Public Schools (NCES District ID:
2733870) • LeSueur-Henderson Public Schools (NCES District ID:
2718070) • Sibley East Public Schools (NCES District ID:
2700102) • Minnesota State University, Mankato (IPEDS ID:173920)

10. PDS Partner District Student Demographic Information Faribault Public Schools Grades PK-12･4000 students･8 schools

11. PDS Partner District Student Demographic Information Owatonna Public Schools Grades PK-12･4934 students･11 schools

12. PDS Partner District Student Demographic Information Waseca Public Schools Grades PK-12･2015 students･5 schools

13. PDS Partner District Student Demographic Information Mankato Area Public Schools Grades PK-12･7087 students･17 schools

14. PDS Partner District Student Demographic Information St. Peter Public Schools Grades PK-12･1915 students･6 schools

15. PDS Partner District Student Demographic Information LeSueur-Henderson Public Schools Grades PK-12･1277 students･4 schools

16. PDS Partner District Student Demographic Information Sibley East Public Schools Grades PK-12･1265 students･4 schools

17. Description: Public, 4-year or above Degrees offered: Doctor's, Master's, Bachelor's, Associate's Certificates offered: Post-Master's, Post-baccalaureate, less-than-1-year Enrollment Total enrollment: 14,515 Undergraduate enrollment: 12,816 Percent of Undergraduate enrollment by gender: Men: 48.3% Women: 51.7% by race/ethnicity: White non-Hispanic: 83.4% Black non-Hispanic: 3.4% Hispanic: 1.3% Asian or Pacific Islander: 2.3% American Indian or Alaskan Native: 0.5% Race-ethnicity unknown: 6.4% Non-resident alien: 2.7% (Enrollment data Fall 2007) Financial Academic year prices for full-time, first-time undergraduate students 2008-09 2007-08 2006-07 Tuition & fees In-state $6,263 $6,050 $5,840 Out-of-state $12,508 $12,112 $11,668 Books and supplies $856 $820 $826 On-campus Room and board $5,866 $5,354 $5,099 Other expenses $2,170 $2,540 $2,522 Off-campus Room and board $5,466 $5,356 $4,910 Other expenses $2,570 $2,540 $2,522 PDS Higher Education Partner:Minnesota State University, Mankato

18. PDS Higher Education Partner • Minnesota State University, Mankato, was founded as a Normal School in 1868. With approximately 14,000 students, 1400 of whom are in teacher education programs, the university provides strong academic programs and excellent faculty. Approximately 49 percent of incoming freshman are first generation college students. Grounded in a vision of learning communities, the College of Educationprepares high quality professionals for a variety of roles in P-12 schools, offering programs from Bachelors to the Doctorate. Technology is integrated as a tool of instruction, including through on-line courses. Faculty from across the university collaborate to prepare education professionals in undergraduate and graduate programs. Reference: http://www.mnteachered.org/node/18?school=MSUM

19. Our College’s Mission • Placing partnership in the center to help children, families, and communities succeed.

20. Center for School-University Partnerships • Connecting • Communicating • Collaborating • Convening Gateway to CSUP and PDS Partnership

21. PDS: What Benefits Does the PDS Model Have For Teaching And Learning? • The professional development school partnerships potentially can benefit the public school and the university by facilitating: • A regular exchange of information about innovative educational practices between teachers, administrators, and university faculty. • Shared responsibility of both partners for developing and testing curriculum design, teaching techniques, and student learning modalities, in part through practice-oriented research. • Collaborative and/or team teaching of teacher and administrator preparation courses by faculty from both systems. • Provision of staff development for both university and school faculty and of mentoring beginning teachers. • Collaborative responsibility for tutoring in both systems and for conducting after-school clinics for public school students. • Working together to involve parents and the community in improving student achievement. Reference: http://www.sde.ct.gov/sde/cwp/view.asp?a=2641&q=320426

22. PDS: What Benefits Does the PDS Model Have For Teaching And Learning? A regular exchange of information about innovative educational practices between teachers, administrators, and university faculty. Our examples: • All-PDS Initiatives • PDS Learning Communities and Leadership Institute • Center for Engaged Leadership CEL • Center for Mentoring and Induction CMI • PDS Governance Council

23. PDS: What Benefits Does the PDS Model Have For Teaching And Learning? Shared responsibility of both partners for developing and testing curriculum design, teaching techniques, and student learning modalities, in part through practice-oriented research. Our examples: • PDS faculty liaisons • Teachers-on-Special-Assignment TOSA

24. PDS: What Benefits Does the PDS Model Have For Teaching And Learning? Collaborative and/or team teaching of teacher and administrator preparation courses by faculty from both systems. Our examples: • Field supervision by P-12 and higher education faculty • Learning communities and seminars for teacher candidates Field Experiences • Leadership seminars and guest lectureships for administrator candidates

25. PDS: What Benefits Does the PDS Model Have For Teaching And Learning? Provision of staff development for both university and school faculty and of mentoring beginning teachers. Our examples: • Center for Engaged Leadership CEL • Adventure Education Program AEP • Certificates in Teaching & Learning MSTL • Center for Mentoring & Induction CMI • Award-winning Programs • "Mentoring May Stem Higher Teacher Turnover” • MnSCU Office of the Chancellor Award - Mentor Program • "Mentoring Program Helps Mankato Retain Teachers" • "Teaching Teachers: Classroom Learning" • "New Teachers Relish Support System"

26. PDS: What Benefits Does the PDS Model Have For Teaching And Learning? Collaborative responsibility for tutoring in both systems and for conducting after-school clinics for public school students. Our examples: • Service learning (preservice teacher level)

27. PDS: What Benefits Does the PDS Model Have For Teaching And Learning? Working together to involve parents and the community in improving student achievement. Our examples: • Family-as-Faculty Initiative • Linking-to-Learning I and II Initiatives • Center for Engaged Leadership CEL • Strategic planning / focus-group facilitation with boards of education and community groups

28. Developing a PDS: The St. Peter Public Schools Story(Est. 2006) • Lessons Learned • Continually connecting and communicating with stakeholders • Finding intersections of mutual need and interest • Invest in each other’s work • Patience is a partnership’s greatest asset

29. What Type of PDS Do You Want to Be?

30. Nuts & Bolts for Starting a PDS • PDS Standards as a Guiding Compass NCATE PDS Standards • Partnership Agreements and Contracts AACTE-recognized PDS Agreements Request sample agreements and contracts from our PDS: csup@mnsu.edu - subject line: PDS Contracts

31. Contact Information • Ginger Zierdt, Center for School-University Partnerships ginger.zierdt@mnsu.edu • Michael Miller, College of Education michael.miller@mnsu.edu • Jerry Robicheau, Dept. of Educational Leadership and Faribault Public Schools Board of Education jerry.robicheau@mnsu.edu