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Increasing the odds: Strategies for building successful productive PDS

Increasing the odds: Strategies for building successful productive PDS. Dennis Pataniczek, PhD, Carol Wood, PhD, & Stacie Siers, MEd Salisbury University. Introductions. 36 School Partners in 8 counties. Who are we? Where are we from. COLLABORATE. How do we begin? EVALUATE the need

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Increasing the odds: Strategies for building successful productive PDS

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  1. Increasing the odds: Strategies for building successful productive PDS Dennis Pataniczek, PhD, Carol Wood, PhD, & Stacie Siers, MEd Salisbury University

  2. Introductions 36 School Partners in 8 counties • Who are we? • Where are we from

  3. COLLABORATE • How do we begin? • EVALUATE the need • COMMUNICATE with ALL • SOLICITATE feedback • UPDATE stakeholders • GENERATE consensus • ACTIVATE new

  4. Evaluate and Update • Anecdotal evidence • Candidates • Faculty • School partners • Annual data collection • “New” reporting requirements • Results of an accreditation report

  5. Communicate Change Candidates School Partners Faculty Employers

  6. Solicit Input Professional Development School Council Who’s holding the cards? Accreditors Candidates Local School System Partners Faculty and curriculum groups

  7. The Candidates • The Challenge: • What kind of feedback • Evaluation of Mentors and Supervisors • Evaluation of School Site • Evaluation of Program Satisfaction • Exit • Alumni • Pay off: • Candidate feedback CAN improve programs

  8. The Faculty (11 Initial Programs) • The Challenge: • Creating a culture of Collaboration (University and School faculty are under different DEMANDS) • Providing enough evidence to convince faculty to MODIFY programs • The Pay off: • Collaboration between faculty and the public schools strengthens programs and promotes buy-in • Programs can CHANGE

  9. School Partners (RPDS Council/LSS) • The Challenge: • 2 to 3 meetings/year • membership can be a revolving door • The Pay Off: • Stakeholder feedback provides input for changes in programs • Collaborative relationships are strengthened when input is requested and changes are made

  10. The Accreditors: (State and National) • The Challenge: • Requirements and processes are EVER changing • The Pay Off: • Close communication with these groups keeps our programs strong and on TARGET

  11. Assessment Strategies • The Challenge: FrequencyOutcomes RepetitionMultiples • The Payoff: • Data driven decision making

  12. Data Sources • The Candidates • Exit information • The Faculty • Annual program feedback from multiple sources • The Council • Clinical Field Experience Expectations (Methods courses) • “Top 10” • Local School System • Access to resources & special services for our candidates • The Employers • Satisfaction

  13. The Question- How Effectively Do Candidates Adapt Instruction and Adjust Instruction for ALL learners? Targeted for Improvement across all Programs in the Unit Very well prepared = 4, well prepared = 3, prepared = 2, somewhat prepared = 1, not prepared = 0

  14. The Question- How does the unit ensure that teacher candidates have opportunities to collaboratively plan and teach with specialized resource personnel? • The Results • Over the last three years 55.56% of candidates reported that he/she reviewed and IEP with the mentor teacher • The Council indicated in the “TOP 10” that candidates needed more “Familiarity with Special Ed/ IEP/ 504” • Faculty were given the task to improve the opportunities for candidates in their program to gain more knowledge about IEPs/504s/ • Faculty targeted specific courses to build assignments with outcomes related to IEPs • Local School System group strategized solutions to improving candidate access to IEPs within their schools

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