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Partnership Building

Partnership Building. Building a Partnership Between Pacific University SOE & A Rural School District Serving Native American Children Seth Agbo, Ph.D. Coordinator, Undergraduate program School of Education Pacific University. Main Goals. School improvement Teacher education

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Partnership Building

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  1. Partnership Building Building a Partnership Between Pacific University SOE & A Rural School District Serving Native American Children Seth Agbo, Ph.D. Coordinator, Undergraduate program School of Education Pacific University

  2. Main Goals • School improvement • Teacher education • Veteran teacher development

  3. Addressing problems of teaching & learning Assessing intercultural and interethnic learning needs Support for pre-service teacher field experience Creation of Professional Development Schools (PDSs) to prepare culturally competent teachers Recruitment of underrepresented groups into teacher education Specific Goals

  4. Seven Project Phases • Negotiating Working Relationships • Widening the Web • Developing Strategies • Funding Sources • Definition of Action Projects • Professional Development Schools • Collective Education Activities

  5. Phase 1: Negotiating Working Relationships • December 2000: Fact-finding visits to Grand Ronde & Warm Springs Reservations • January 2001: Visit of Pacific U. School of Education Dean (Willard) Director of Service Learning (Ellen), Daniel & Seth to Grand Ronde. • February 2001: Same team to Warm Springs

  6. February 2001: A conversation with Willamina School District March 2001: Workshops based on group discussions Problem Identification & Priority Setting Exercises Phase 2: Widening the Web

  7. April 2001: Priority setting exercises Fundamental & specific suggestions to deal with priorities Phase 2 (continued)

  8. Phase 3: Setting Strategies • May 2001: • Teacher Professional Development • Summer Support Institute/Workshops • Technology Integration and Sustained Support

  9. Phase 3 (contd.) • June 2001: • University faculty lead instructional activities in public school classrooms.

  10. Phase 4: Funding Sources • July/August 2001: • Preparing the grounds for financing projects • Gathering background information for grant proposals • Negotiating support for grant proposals • Setting meeting agendas • Grant writing proposals

  11. Phase 5: Definition of Action Projects • Deciding on action projects • Ongoing participation in school improvement and teacher development

  12. Phase 6: Professional Development Schools (PDSs) • An emerging confluence of diverse trends of theory & practice in teaching • An evolving seamless web of ideas & activities about teaching & learning • Learning about teaching & teaching about learning.

  13. Professional Development School (PDS) Model PDS Site Staff PDS Site Students in the Classroom Pre-Service Field Experience PDS on-site facilitator University Students University Faculty Ed. Theories & Pedagogical Methods

  14. PDS Overarching Goals The PDS model will facilitate: • Improvement of pre-service and novice teachers. • Ongoing professional growth of veteran teachers. • Ongoing exchange of pedagogical knowledge and skills. • Team planning, collaboration, collective reflection.

  15. Phase 7: Collective Education Activities • Center for: • Disseminating information about pedagogy and technology • Generating content and professional elements and conditions of learning and teaching • Exchanging ideas between school teachers, researchers, administrators, students and university faculty • Collaborative research

  16. Continued Collaboration • PDS staff and college faculty must continue to meet regularly for planning and improving ongoing work • Any new initiatives being planned must be developed jointly between the school and the college

  17. Implications for SOE/Pacific University • University should support priority hiring of PDS site staff as adjunct faculty • Cost share for transportation, etc. to PDS sites • Reallocation of existing resources and new resources are obtained • Flexibility within systems geared toward traditional teacher preparation

  18. Implications (Contd.)—Policies that: • Support university faculty and public school collaboration • Recognize participation of area public school staff as valuable in-service professional development partners in teacher education • Support public school staff as guest teachers in teacher education classes. • Support the joint development of operating policies & procedures for pre-service teacher education & in-service teacher development.

  19. CONCLUSION--Transformational Learning Model • Transformational Learning--New frames of teacher learning that enhance the learning of public school students, pre-service teachers, veteran teachers and teacher educators: • Learning by teaching • Learning by doing • Learning by collaborating

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