Professional Development School Model Research Articles

“Inclusion is definitely a possibility for all”: Promoting inclusive education through a critical professional development schools model

PurposeIn this article, we highlight ways in which disability critical race theory (DisCrit) (Annamma et al., 2013), inclusive education and community-based participatory research (CBPR) can be used within professional development schools (PDS) to provide students with disabilities with more access to inclusive classrooms. At a grade 4–6 elementary school, we developed a model of a critical PDS to promote inclusive education and facilitate the transition of students of color with disabilities from self-contained to inclusive classrooms. We conducted semi-structured interviews and used action plan meetings with school administrators, teachers, professionals and students with disabilities and their parents to assess the impact of our critical PDS model. Findings suggest this model had a positive impact on administrators’ and teachers’ critical consciousness, ideological and instructional practices, students of color with disabilities’ social, academic and personal outcomes, as well as a schoolwide culture of inclusion and social justice. This study can inform tailored professional development efforts to improve educators’ inclusive practices.Design/methodology/approachWe conducted semi-structured interviews and used action plan meetings with school administrators, teachers, professionals and students with disabilities and their parents to assess the impact of our critical PDS model.FindingsThe findings of this study suggest this model had a positive impact on administrators’ and teachers’ critical consciousness, ideological and instructional practices, students of color with disabilities’ social, academic and personal outcomes, as well as a schoolwide culture of inclusion and social justice.Practical implicationsThis study can inform tailored professional development efforts aiming to improve educators’ inclusive practices.Originality/valueWe developed a model of a critical PDS to promote inclusive education and facilitate the transition of students of color with disabilities from self-contained to inclusive classrooms.

Learning the Practice from the Practice: Theory–Practice Courses in Teacher Education

In teacher education programs, it is important to deepen knowledge alongside developing practices through practical experience. One practice of the Professional Development School’s (PDS) model in clinical experience is designing courses linking theory to practice. The present study examines the perception of the administrative officers in colleges of education in Israel regarding the Ministry of Education’s Theory–Practice (TP) courses and the challenges in implementing them in the curriculum. This study was conducted in 16 state academic colleges for education and 37 administrative personnel participated: presidents, vice presidents, rectors, deans, and heads of courses and practical training. A semi-structured interview was used, and the data was analyzed thematically. The research participants believe that TP courses as a tool implemented as part of the PDS model may be effective in training teachers to integrate theory with practical experience. The participants raised three major challenges to implementation: systemic, pedagogical, and organizational. The participants emphasize that designing and implementing TP courses is a complex, slow process requiring organizational change and the mindset of administration and teaching staff at both the colleges of education and the schools. Long-term assessment is required to examine the effect of reducing hours dedicated to education theory and subject knowledge.

Stakeholders’ Perspectives of Early Childhood Education Language and Literacy Laboratories in the United Arab Emirates

Language and literacy laboratories (LLLs) have been instrumental in the preparation of early childhood education (ECE), as reading is considered pivotal for novice learners. This study focused on the perspectives of pre- and in-service teachers and their instructors on the level of readiness to teach literacy through LLLs using the professional development school model of teacher education. The study employed a pragmatism-driven sequential mixed-methods research design consisting of a self-administered survey of 720 respondents who were randomly selected during the 2021–2022 academic year. In-depth interviews were subsequently conducted with 42 pre- and in-service teachers and their instructors. Following the descriptive analysis of the quantitative data, the qualitative data were thematically analyzed. The three emergent themes were participants’ experiences in the ECE program, their views on the implementation of LLLs, and the effectiveness of literacy strategies. The paper concludes with recommendations for the strategic implementation of LLLs and adoption of multiple language strategies for language teaching and assessment.

BRIDGING THE GAP FROM STUDENT TEACHER TO CLASSROOM TEACHER

This study focuses on providing support for beginning teachers to increase retention in the career. Despite strong requirements for teacher preparation, the attrition rate for new teachers continues to show that many novice teachers leave the profession within the first four years or less. This qualitative case study of teachers who completed a Professional Development School Model for teacher preparation has shown success in teacher readiness for the classroom and in retention in the career. Interview data showed positive outcomes including confidence in the content and pedagogical skills and a strong expectation for continuation in the teaching career. However, identified gaps in the transition phase during the first year suggest that additional support is needed to assure a successful first year and ongoing retention. Key variables are identified, including adaptation to different school culture, feelings of isolation, lack of support, and uncertainty about job expectations. These negatively impact success in the first year. Interventions and strategies to prevent these gaps in a successful transition are described. The Professional Development School Model can include preparation to help beginning teachers anticipate initial challenges. Optimum support includes focused actions by the school district, the school, and particularly, the school principal. Support strategies include mentoring, communication of clear expectations, strong instructional leadership, availability of resources, opportunities for professional development, and a focus on wellness. Future study should address the impact of the implementation of these strategies to bridge the gap in success in the first year and retention in the career.

Experience Changes Perceptions: Arabic-Speaking Students’ Perceptions Regarding the PDS Model and Teacher Training

During their studies, education students are required to engage practice-based experience in a collaborative model: Professional Development School (PDS), where there are many options for building professional and personal development processes. Through this experience, students formulate professional identity and perceptions about teaching. This study sought to examine the impact of this experience model on Arabic-speaking education students attending a Hebrew speaking college. The effect of the practice-based experience was examined on both the concept of teaching as a profession, the process of teaching instruction and social and cultural aspects. The findings of the study showed that PDS practice-based experience directly and indirectly contributes to the way students perceive teaching, the role of the teacher, the education system, as well as the importance of the practical experience in the teaching training process. However, there was no significant contribution of PDS practice-based experience to students’ perceptions of multicultural aspects of campus life.

In-Service Mathematics Teachers' Integration of ICT as Innovative Practice

The Professional Development School (PDS) can serve as a catalyst for the professional development of mathematics pre-service as well as in-service teachers. In the present research, we describe lower-secondary in-service mathematics teachers' development of ICT integration in their teaching. This is done through the Innovation Diffusion Model of Rogers, which consists of five stages: knowledge of an innovation, (2) forming an attitude toward the innovation, (3) taking a decision to adopt or reject, (4) implementation of the innovation, and (5) confirmation of the decision by affirming or rejecting it. In the present research, ICT integration in mathematics teaching is considered as an innovation candidate for adoption by mathematics in-service teachers, where this adoption is facilitated by a community of inquiry consisting of in-service teachers, pre-service teachers and researchers. Five in-service middle school mathematics teachers participated in the present research. We used two data collecting tools: observations and semi-structured interviews to collect data about different issues related to the integration of ICT in the lessons of the participating in-service teachers. The categories of the innovation diffusion model were used to analyze the participants' adoption of ICT for their teaching before and after our intervention through the implementation of the PDS model for the period of one academic year. The research findings indicate that the participating in-service mathematics teachers' attitudes and beliefs regarding the benefits of ICT for mathematics teaching were positive at the beginning of the experiment as well as at its end. At the same time, teachers' knowledge and experience of using ICT tools in mathematics teaching improved, which contributed positively to the confirmation of their decision to adopt these tools for their classrooms. Specifically, the research results indicate that the PDS can support the in-service mathematics teachers in their adoption of new innovations, specifically when this innovation is practiced by the pre-service teachers in the training school.

Fieldwork Using the Professional Development Schools Model: Developing a Social Justice Orientation and Multicultural Competency

Practicum fieldwork was conducted in an urban high school setting using a Professional Development Schools (PDS) model, with a focus on multicultural and social justice counseling competencies (MSJCC). Interpretative phenomenological analysis was used to analyze the journal responses of 16 counseling students to ascertain MSJCC development during fieldwork. Themes emerged related to multicultural counseling skills, self‐awareness, understanding educational inequities, and serving as agents of change. Implications of using a PDS model in counselor training are explored.Se llevó a cabo un trabajo de campo en práctica clínica en una escuela secundaria usando un modelo de Escuelas de Desarrollo Profesional (PDS, por sus siglas en inglés), con un enfoque en las competencias en consejería multicultural y de justicia social (MSJCC, por sus siglas en inglés). Se empleó un análisis fenomenológico interpretativo para analizar las respuestas registradas de 16 estudiantes de consejería para determinar el desarrollo de las MSJCC durante el trabajo de campo. Surgieron temas relacionados con las habilidades en consejería multicultural, la autoconciencia, la comprensión de desigualdades educativas, y la actuación como agentes de cambio. Se exploran las implicaciones de usar un modelo PDS en la formación de consejeros.

Al volver la vista atrás: una mirada a la formación de maestros desde la Universidad de Hawái en Manoa

This essay portrays current efforts in transformative education from the perspective of a teacher education working at the University of Hawai'i at Mānoa. The author compels us to consider teacher education from a professional development school model whereby a community of learners is created with the purpose of providing a well-rounded education for all children. The author proposes the use of Art Costa’s Habits of Mind and Thomas Jackson’s Philosophy of Children strategies to ensure a caring and courageous education that empowers students to reach their full potential and become active participants in a fair and democratic society.

The influence of teacher education on mentor teachers’ role perception in professional development schools

Apprenticeship and professional development schools (PDSs) are two models for teacher education. The mentors that are the focus for this research completed their initial teacher training through one of these models and now mentor in PDSs. The paper reports on how the way in which they were trained as student teachers influenced their role perceptions. The findings suggest that mentor teachers who were trained via the PDSs model have a broader conceptual understanding of their role perception.

A professional development school model for the development of literacy teachers

Against the backdrop of persistently poor levels of literacy in our country, this article presents work done by university faculty, pre-service and in-service teachers to establish a professional development school (PDS) aimed at helping literacy educators meet the demands of teaching children in overcrowded, high-need schools. The purpose of this article is twofold: First, to describe two innovative features of the PDS model, namely tapping into pre-service teacher talents and using learning stations to individualise literacy instruction and, second, to demonstrate that the model leads to responsive teaching which contributes to raising students’ reading levels. The article concludes by promoting the effectiveness of the PDS movement in educating teachers and contributing to student achievement.

Shadowing in Formative Evaluation

Shadowing is a data collection method that involves following a person, as they carry out those everyday activities relevant to a research study. This article explores the use of shadowing in a formative evaluation of a professional development school (PDS). Specifically, this article discusses how shadowing was used to understand the role of a professor-in-residence (PIR) working with a PDS, and how this role facilitates capacity building at the school. After describing what shadowing is, its uses, and challenges, a brief overview of the PDS model and the role of a PIR, the authors describe their experiences with (1) developing and managing a relationship with the PIR and (2) how validity was established for the study. The article concludes with suggestions for integrating shadowing in formative evaluations.

Professional Development School Model in Music Teacher Education

Professional Development School Model in Music Teacher Education

THE URBAN PROFESSIONAL DEVELOPMENT SCHOOL NETWORK: ASSESSING THE PARTNERSHIP'S IMPACT ON INITIAL TEACHER EDUCATION

In an era of dissatisfaction with the nation's prekindergarten through grade 12 schools and criticism of teacher education programs, professional development school (PDS) partnerships have emerged as one solution. Using quantitative and qualitative data obtained during the first two years of an urban PDS network that includes a large, private university and six local public and private schools, the researchers document how the PDS relationships influenced preservice candidate preparation, with specific consideration given to changes over time. Through the data, the voices of the participants emerge to help the researchers understand how preservice candidates, through the PDS model, are equipped with the knowledge, skills, and dispositions necessary to meet the needs of P–12 students in their future classrooms.

Investigating a Professional Development School Model of Teacher Education in Canada

We examined the effectiveness of a professional development school model of teacher education in Canada. Teacher education candidates responded positively to program features related to sustained participation and collaboration in school communities throughout the year. Their efficacy beliefs about developing professional knowledge were most strongly related to the school component of the program. This highlights the importance of careful selection and preparation of associate teachers where teacher candidates are placed in only one school.

Equity and Empowerment in PDS Work: A Review of Literature (1999 to 2006)

In this paper we examine the degree to which recent research and writing about professional development school activity indicates progress toward fulfilling the professional development school model's commitment to providing equitable educational opportunities and outcomes, especially from a critical pedagogy perspective. Our review of 95 papers and articles from 1999 to 2006 found little published evidence of even a rhetorical commitment to equitable pedagogy and student outcomes. In those cases where equity was mentioned as a factor, it was nearly always in terms only of improved test scores, with no mention of the empowerment of students, teachers, or community.

Safety net or free fall: the impact of cooperating teachers

Over the past 20 years, the Professional Development School (PDS) model has been proven to be a successful way to induct teacher candidates into the teaching profession. Induction has been recognized as a way to counteract attrition from a profession that loses as many as 50% of its teachers within five years of entry. Using the PDS model of teacher preparation, one Midwestern university created the potential for teacher candidates to become immersed into the environment of an elementary school (i.e. kindergarten through to sixth grade). The study employed qualitative methods to explore what factors lead to perceived success by the teacher candidates participating in the program. The type of support offered by the cooperating teachers who hosted the candidates emerged at the most influential factor. The cooperating teachers who were welcoming, trusting and could share ownership in the classroom provided the teacher candidates the most successful experience.

The professional development school model: unpacking knowledge

In response to Cochran‐Smith and Lytle's (1998) call for Other ways of researching and thinking about educational research and the recent call by the US Secretary of Education to reform ‘teacher‐training’ programs (Schoicet 2002), this article presents a research study focusing on a reform effort in teacher education. The study moved beyond the ‘findings’ of a critical discourse analysis of the foundational humanist assumptions of the Professional Development School (PDS) model as manifested at a large mid‐west research university. The study uses an analysis of the ‘data/findings’ from Other theoretical perspectives. Using critical discourse analysis of interviews, archival texts and research texts, the contradictions, interruptions and technologies of power emerged. Data from this contested site highlighted multiple discourses concerning social education, educational reform, professionalization, and progress. The results revealed the historical and political discourses that inter and enclose the PDS model, such as reductive gendered notions of the ‘professional’, ‘good teaching’ and the valorization of ‘practice’. This article presents three different ways of analyzing the PDS data: as a psychoanalytic object of desire (Britzman 1998); as a dereferentialized term (Readings 1996); and a floating signifier (Anderson 1998). Thus, it presents ways of rethinking knowledge and power in leadership in education (Lincoln 1998, Popkewitz 1998a, Rapp 2002).

Validating teaching and learning communities for teacher education reform

Professional development schools (PDSs) have proven to be effective teacher preparation experiences across the nation; however, many must find creative methods of resource sharing to sustain program growth and development. Through greater collaboration between university and field teachers, the PDS model of this study fostered (a) new processes and procedures for resource sharing and teacher reform, (b) greater trust between university faculty and classroom teachers, and (c) increased opportunities for leadership and professional development for field teachers.

Professional Development Schools Revisited

The Professional Development School (PDS) concept was developed by the Holmes Group (now known as the Holmes Partnership) in response to a national call for educational reform. More recent reform agendas question the effectiveness of the PDS model. This article examines the changes that are occurring in the Temple University PDS in Philadelphia, where the state had taken over public schools. Temple University is serving as the manager of six schools. The resulting effect on both the professional development of teachers and student learning is uncertain. However, the challenges and opportunities to enhance the current PDS structure are promising.

Professional development schools and special education: A promising partnership?

Professional development schools (PDSs) have become an important component of preservice teacher preparation. Researchers investigating the effect of the PDS model on the principal stakeholders (preservice teachers, classroom teachers, students, and university faculty) have reported many positive effects. The role of the PDS in special education teacher preparation, however, appears to be less well defined. This article focuses on PDS participation of special education teacher preparation programs and addresses the apparent reluctance to embrace the PDS model.