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Terry Barry Associate Dean of Field Experiences and Partnerships Gina R. Scala

New Pennsylvania Teacher Certifications: How ESU uses Collaborative I nquiry with its Professional D evelopment Schools to Successfully Navigate Change . Terry Barry Associate Dean of Field Experiences and Partnerships Gina R. Scala

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Terry Barry Associate Dean of Field Experiences and Partnerships Gina R. Scala

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  1. New Pennsylvania Teacher Certifications: How ESU uses Collaborative Inquiry with its Professional Development Schools to Successfully Navigate Change Terry Barry Associate Dean of Field Experiences and Partnerships Gina R. Scala Chair, Department of Special Education and Rehabilitative Services

  2. A Quick History • ELED K-6 and ELED K-6 & Special Education - 1999-2012 • 1999 – Pilot: Comprehensive, Collaborative, Integrative Apprentice Semester prior to student teaching • 2003 – Move to Scale for all ELED and ELED/SPED Certification Students • Encompass two semesters in PDS setting • K-6 + SpEd: Eighteen schools in Five School Districts • Coordinating Council and Site Councils • PA and NAPDS presence; Spirit of Partnership 2007

  3. Redesign:A Moving Target • Pennsylvania Department of Education (PDS) changes certifications: • Early Childhood & Literacy imperative • Middle Level content concentrations • Focus on diverse learners • In-depth Fieldwork • Multiplicity of Goals • ESU Comprehensive Model • Resources Becoming Scarce • Challenges Within the State

  4. Pennsylvania Department of EducationCertification Changes Old Certification/Program New Certification/Program Addition 9 SpEd + 3 ELL credits Fieldwork Competencies Pre K-4 Certification Pre K-4 and Pre K-8 Special Education Certification Middle Level 4-8 Certification Middle Level and Pre K-8 Special Education Certification • K-6 Certification • Integrated K-6 & Birth-21 Special Education Certification • Dual N-3 & K-6 Certification

  5. Challenges to Change • Changing Mindsets • Paradigm Shifts • Partner Investment & Collaboration • Accountability • New Teacher Evaluations • Specialized Designs and Models • Working Though the Process

  6. We Used Collaborative Inquiry to Meet Challenges Collaborative – Thinking & working on problems to solve together, Ongoing evaluating & realigning Appreciative – Valuing the best people; Affirming past & present strengths, successes, potentials Creative – Problem posing; Playful possibilities; Consider feeling-thoughts; Construct together

  7. Systematic Collaboration The Coordinating Council meets to discuss our PDS partnership three times per year. Liaisons meet with ESU faculty for Professional Development (twice a year) and ongoing communication. Each PDS has a site-council comprised of the ESU Liaison, Building Liaison, Principal and teachers.

  8. Our Shared “Essentials” • Redefine the problem…problem-posing • Reaffirm trust: what is working, successful, new directions, empowering ideas • Reconnect Goals: District, ESU, PDS Essentials • Multiple Redesigns to address PDS/ESU needs • Revisit expectations: Program, Levels, Individual • Openness to Rebuild and Evaluate impact • Renew commitment – Embrace more individuals

  9. Existing Model

  10. Through Inquiry with our partners . .

  11. Middle Level – A work in progress

  12. Keys to Sustainability! • Dialogue: Honest, Thoughtful, Appreciative • Equity: Best Fit, Trust and Emotional Capacity • Creativity: Problem posing, Playful design work • Collaboration: Relational Problem-Solving • Evaluation: Ongoing, Authentic • Recognition: http://www4.esu.edu/academics/colleges/education/publications/FlipBook/

  13. Questions? Dr. Gina R. Scala Chair Special Education/Rehabilitation gscala@esu.edu 610-216-4858 Dr. Terry Barry Associate Dean – College of Education Office of Field Experience and Partnerships tbarry1@esu.edu 570-422-3413 ESU College of Education (@ESUCollegeofEd)

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