Staying the Course with Professional Development SchoolsJane E. Neapolitan The Professional Development School (PDS) movement has been a major vehicle for the simultaneous renewal of Pre-K-12 education and the teaching profession for nearly twenty years. This second volume in a series created by Towson University goes beyond «start up» stories and presents data-based discussions on a variety of topics about PDS implementation and assessment, including PDSs in specialty areas, such as music and physical education, mentoring, teacher development, standards, accountability, and sustainability. Chapters are written by researchers who presented their work at the Second National Professional Development School Conference sponsored by the Maryland State Department of Education's Professional Development School Network, and who represent public and private colleges and universities and school districts in Maine, New York, New Jersey, Maryland, Georgia, Kansas, and Missouri, and the National Council for Accreditation of Teacher Education (NCATE). |
Contents
Baby Steps and Giant Steps | 37 |
PART | 45 |
Anchoring Music Education to | 67 |
Copyright | |
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Staying the Course with Professional Development Schools Jane E. Neapolitan,Terry R. Berkeley Limited preview - 2005 |
Common terms and phrases
action research activities addition administrators assessment process become beginning chapter classroom clinical collaborative College commitment complete continue coordinator Council course created critical curriculum Department discuss districts draft standards effective efforts elementary engaged evaluation evidence examined expectations experience faculty field focus four function gains goals Group identify impact implementation important improvement increase indicated individual initial inquiry institutions instruction integrated interns involved knowledge learning lesson mathematics meeting ment mentor-teachers mentors NCATE needs observation opportunities outcomes participants PDS partnerships PDSs percent performance practices pre-service preparation principal Professional Development Schools questions reflect reform relationship responsibilities role scores semester skills staff standards strategies structure student achievement success suggested teacher candidates Teacher Education teaching tion understanding