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PDS PERSPECTIVES

PDS PERSPECTIVES. LEARNING FROM ALL PARTNERS IN THE BUFFALO STATE COLLEGE PROFESSIONAL DEVELOPMENT SCHOOL CONSORTIUM. OUR PDS PARTNERS. The P-6 student The Teacher Candidate The Cooperating Teacher Other members of the elementary school The Elementary School Principal

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PDS PERSPECTIVES

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  1. PDS PERSPECTIVES LEARNING FROM ALL PARTNERS IN THE BUFFALO STATE COLLEGE PROFESSIONAL DEVELOPMENT SCHOOL CONSORTIUM

  2. OUR PDS PARTNERS • The P-6 student • The Teacher Candidate • The Cooperating Teacher • Other members of the elementary school • The Elementary School Principal • The Buffalo State Elementary Education and Reading Faculty

  3. Principals, Cooperating Teachers, and Buffalo State College Faculty working together!

  4. To Benefit Pre-K – 16 Learners!

  5. Elementary School StudentPerspectives • “Thank you for coming into our class to teach us. I liked the games we played the best.” Love, Kelly • “Thank you for coming in and teaching us about Hanukkah. It was very, very, very, fun. The thing I liked the best was the songs, candy and dreidel. You are very, very, very, very, nice and I learned a lot.” Love, Jennifer

  6. Teacher CandidatePerspectives • “The best part of a PDS is the experience of developing and teaching a lesson plan for real students and receiving constructive criticism from consummate educational professionals.” Pam Shannon • “Being a JP in a PDS confirms your innermost dreams that teaching is right for me!” EDU 311 student • “The major advantage of a PDS site is having an environment that gives me experience in teaching and having my instructor and classmates there for support and to help me when I need it.” Rachel Wolgast

  7. Cooperating TeacherPerspectives • “Networking with all of the professionals working with pre-service teachers is critical to preparing them for success in the classroom, especially in urban classrooms.” Judith Fallowski • “TheBSC Faculty member gets a sense of the needs of the children in the school community and they benefit from another caring adult with is there taking an interest in their well-being.” Susan Kersten • “JPs are able to practice in a mentored setting. I like to assist in the development of future teachers.” Kathleen Egri

  8. PrincipalPerspectives • “We chose to be part of the BSC PDS because we believe the Consortium works together to better prepare the JPs to work in our schools and classrooms. Also, any opportunity to meet with other schools and districts to hear differing viewpoints and practices is greatly appreciated.” Kim Mueller, Principal Hillview Elem. • “I like productive adults in the school. JP’s and Student Teachers make the school breathe a new breath each semester. Having these students in our classrooms makes us think and talk about what we do.” Karen MacGamwell, Principal William St.

  9. Buffalo State FacultyPerspectives • “The major advantage of the BSC PDS is the breadth of experiences the Junior Participants have. The JPs are in a wide variety of school settings and grade levels. They are in the classrooms with both teacher and university instructors as guides to best practice, with time for reflection and feedback on their teaching.” Kathleen Falconer, EDU 312 Instructor • “Having taught in both PDS and non-PDS environments, I find that both my students and I are more productive in PDS schools. Given a choice, I would choose PDS every time.” Carol Stevens, EDU 312 Professor

  10. BUFFALO STATE COLLEGE AND…

  11. OUR PROFESSIONAL DEVELOPMENT SCHOOLS

  12. WORKING AS PARTNERSTO ACHIEVE OUR….

  13. BSC/PDS MISSION The Professional Development School Partnership between the Department of Elementary Education and Reading at Buffalo State College and participating schools is a collaborative effort. The partnership is dedicated to college faculty, school administrators, and practicing teachers exploring effective practices to….

  14. Cooperatively supervise teacher candidates and provide closer connections to classroom practice • Promote professional development for in-service teachers • Improve P-6 student learning • Research issues of educational practice

  15. ORGANIZING OUR 45-50 PDS SCHOOLS

  16. ADDITIONAL PDS AFFILIATIONS • The Center for Excellence in Urban and Rural Education (CEURE) • All Departments and Administrative Levels at Buffalo State College • Project Flight/Books for Kids • Taskstream (electronic portfolios & assessment procedures) • Western New York Task Force for Quality Inclusive Education

  17. USING NCATE PDS STANDARDS • BEGINNING STAGE • DEVELOPING STAGE • AT STANDARD • LEADING

  18. BSC/PDSORGANIZATIONAL PLAN PDS CONSORTIUM

  19. THE PDS CONSORTIUM • Consists of 45-50 participating partnership schools who work with our 300 and 400 level students • (200 level and MIITC students are in the process of being included as well) • Over 800 teacher candidates participate in PDS each semester • Collaboratively teaches our Teacher Candidates in all of our Junior Participant methods courses and Student Teacher Cohorts

  20. IN ADDITION…. THE PDS CONSORTIUM • Holds 4 annual meetings/professional development sessions throughout the school year • Plans and participates in 1 annual all day retreat for professional development and presentation of action research • Has signed agreements between schools and the college indicating stage of commitment • Has written by-laws • Strives for an equal partnership among all members

  21. PDS CONSORTIUM MEETING Teacher candidates, principals, cooperating teachers, and BSC faculty participate in shared-decision making

  22. Nancy Wilcox Student Rep. To Advisory Council Teacher CandidatesStudent Chapter of ACEI

  23. PDS CONSORTIUM LENDING LIBRARY SHARING RESOURCES AMONG ALL PARTNERS FULL PARTICIPATION BY OUR CHAIR & ALL DEPT. MEMBERS 4 PDS MEETINGS EACH YEAR HOSTED BY OUR PDS SCHOOLS

  24. PERSPECTIVES FROM THECHAIR OF EER AT BSC • “PDS provides a true partnership between our programs and “real life” schools. Our school partners help us keep our programs relevant, up-to-date, and our graduates employable. We serve the real time needs of our community schools. We actually have direct impact on the quality of the educational experiences of our children Pre-K-6.” Dr. Wendy Paterson Chair of Elementary Education and Reading, BSC

  25. SHARING CURRENT RESEARCH

  26. CONTINUING PERSPECTIVES… • “PDS is a great opportunity for Staff Development. The staff development is two-fold---first, by attending PDS meetings, the information shared at the meetings is presented to our staff. Second, the resources available to our school from the staff at Buffalo State enhance our staff development.” Jim Mule, St. Amelia’s • “I feel the PDS is an incredible opportunity for our school to be at the cutting edge of pedagogy and I feel it is a professional responsibility for our school staff to be a part of PDS…we owe it to future teachers…and it enables our teachers to showcase their professional excellence.” Fran Paskowitz, Hoover Elementary

  27. RAFFLE PRIZES AND BOOKS FOR SCHOOLS

  28. PROJECT FLIGHT & CEURE HELP SUPPORT BOOKS FOR KIDS AND RAFFLE PRIZES

  29. AN AIR OF CELEBRATION AND FUN AT OUR LUAU THEMED PDS MEETING

  30. PDS PROFESSIONAL DEVELOPMENT

  31. MEETING NYS STANDARDSCollaborating on finding root cause

  32. PDS ADVISORY COUNCIL • Guides the PDS Consortium • Made up of: • 8 members from our PDS Schools (cooperating teachers & principals) • 8 faculty members from elementary education and reading • 1 current BSC student/teacher candidate • 1 faculty member from our 2 year institutions

  33. 2002-2003 PDS Advisory Council

  34. PDS Co-Directors Leslie Day and Kathy Wood

  35. OUR PDS PARTNERSSIGN A FORMAL AGREEMENT

  36. ALL BSC TEACHER CANDIDATESTEACH IN AT LEAST 4 DIFFERENTPDS SCHOOLS Urban Suburban Rural Parochial Charter

  37. JUNIOR PARTICIPANTS WORK IN COHORTS OF 16-20 TEACHER CANDIDATES PER SCHOOL

  38. TEACHER CANDIDATESWORK WITH DIVERSE POPULATIONS

  39. TEACHER CANDIDATESWORKING IN THEIR PDS CLASSROOMS • JPs work with: • Individuals • Small groups • Whole class Methods Courses: EDU 311 EDU 312 EDU 329 EDU 511 EDU 689

  40. CONSTRUCTIVIST STRATEGIES

  41. More from our youngest PDS Partners… • “I like our JP’s because they come up with good books to read; they are good teachers and they have good activities.” • “Our JPs always do fun activities with us; they never make any of the subjects boring. If my teacher is busy, they are always there to help.”

  42. MORE THOUGHTS FROM OUR TEACHER CANDIDATES…. • “A major advantage of being in a PDS is that the professor is there everyday. She is able to answer any questions that I have and help me with problems that may arise. I also like that my whole class is in the same school, and that I have a partner in my room to work with me.” Rachel Burgio • “ Working in a PDS works well because we are able to interact with our fellow classmates and constantly receive feedback and ideas from other teacher candidates as well as our cooperating teacher and BSC instructor.” Jessi Doktor

  43. MORE FEEDBACK FROM PDS SCHOOL PERSONNEL… • “I believe participation is beneficial to both preservice teachers and our teachers.” Paula Adams, Reading Specialist • “Having BSC faculty and students interacting with our school faculty and students provides a true, practical evaluation tool for academics, policies, and practices.” Jack Kingston, Principal • “It gives my students the opportunity to work with enthusiastic future teachers who bring creative ideas and different learning experiences to the classroom.” Mary Bunich, Grade 2

  44. BSC FACULTYCONTINUED…. • “The PDS Program keeps the college faculty grounded in what is happening in the schools.” David Henry • “The PDS is a systematic way to communicate with other faculty, principals, and teachers…which is most valuable.” Shirley Spriegel • “PDS keeps me abreast of current trends and issues in the surrounding districts.” Carla Longo

  45. STUDENT TEACHER COHORTS

  46. COOPERATING TEACHERSDELIVER MODEL LESSONS

  47. STUDENT TEACHERS AND COOPERATING TEACHERS DEBRIEFING OF MODEL LESSON

  48. A STUDENT TEACHER COHORT ENJOYS THEIR URBAN SCHOOL PLACEMENT

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