1. Professional Development School Collaboration PDS Benefits to School Systems (MSDE) MARYLAND PROFESSIONAL DEVELOPMENT SCHOOLS School Systems and Institutions of Higher Education Investing in Current and Future Teachers Collaborating to Improve Student Performance Benefits to School Systems NOW: Lowers the student/teacher ratio through co ‐ teaching Builds a professional learning community Supports small group enrichment or reinforcement Offers opportunities for after ‐ school tutoring, clubs, event and Advanced Placement support Facilitates various intern volunteer service activities Provides professional renewal for veteran teachers Co ‐ facilitates action research/inquiry related to School Improvement Plans Provides professional development and/or higher education expertise at the PDS site for pre- and in ‐ service teachers Provides training for pre ‐ service mentors Allows interns to be a part of school improvement efforts through extensive internships Provides certification renewal opportunities for teachers who supervise interns Allows opportunities for site ‐ coordinators to exhibit leadership skills Benefits to School Systems in the FUTURE: Provides multiple opportunities for principals to observe prospective teachers in classrooms: a five ‐ month job interview Gives opportunities for PDS principals to share information with other principals who are hiring Serves as an excellent recruitment tool for interns who know the school system culture and curriculum Supports new teachers who can “hit the ground running” with a clear understanding of Maryland classroom requirements Provides professional development focused on student achievement as identified in School Improvement Plans Uses higher education annual reporting document, the Teacher Preparation Improvement Plan (TPIP), to promote activities collaboratively implemented by schools and higher education Provides opportunities for school faculty to interact with other PDS stakeholders through Maryland PDS Network meetings Promotes collaboration through developing shared understanding of pertinent topics/concerns/ research and implementing ways to meet those needs Provides opportunities for cross ‐ fertilization between higher education and public schools to operate in one another’s arenas as respected professionals Increases teacher stability and continuity The Memoranda of Understanding The memoranda of Understanding among Washington College and its PDS schools contain two paramount goals which form the basis of our work, our assessments, and our evaluation: educated and motivated students and prepared and committed teachers. We believe that shared professional development leads to better preparation and performance by preservice and inservice teachers, resulting in increased professional growth and student achievement. We believe that developmental immersion in the total school experience provides and authentic learning environment for college education students. We strive for our school systems and the college to consider each other’s changing needs; we all strive to define and achieve exemplary models of instruction. S UCCESS FOR ALL LEARNERS IS AT THE HEART OF A PDS RELATIONSHIP ! Image: MSDE What’s New? The Elementary and Secondary Steering Committees will now be working together on common topics in order to best use all available resources and determine what all PDS teachers and students most need. Joint Professional Development opportunities will be developed based on teacher-driven conversations. Differentiated Professional Development activities will meet the needs of teachers at various grade levels levels and with access to different technologies. The Memorandum of Understanding between Washington College and Kent and Queen Anne’s Counties will be expanded to include a new school in each county. A total of 11 Elementary interns and 12 Secondary interns will be placed at 10 PDS schools across three counties for 2011-2012. Maryland Professional Development School Standards Learning Community The PDS recognizes and supports the distinct learning needs of faculty / staff, interns, students, parents, and community members. Collaboration PDS partners work together to carry out the collaboratively defined mission of the PDS. Accountability The PDS accepts the responsibility of and is accountable for preparing and renewing teachers in accordance with the Redesign of Teacher Education. Organization, Roles, and Resources Partner institutions allocate resources to support the continuous improvement of teaching and learning. Diversity and Equity The PDS supports equitable involvement of PreK-16 faculty / staff and interns to support equitable outcomes for diverse learners. All joint PD activities will be based on teacher requests and be differentiated. All PDS events will involve elementary, secondary, and college partners. PDS events will be driven by elements of the Redesign. Joint PD activities will be co- planned and will rotate among partner institutions. PD activities developed by steering committee cover differentiation and SPED. Washington College Department of Education James Siemen, Chair (jsiemen2@washcoll.edu) Robert Siudzinski, Coordinator of Secondary Education (rsiudzinski2@washcoll.edu) Bridget Bunten, Coordinator of Elementary Education (bbunten2@washcoll.edu) Erin Counihan, Secondary PDS Liaison (ecounihan2@washcoll.edu) Michelle Johnson, Elementary PDS Liaison (mjohnson2@washcoll.edu) Kent County High School Kent County Middle School H.H. Garnett Elementary School Worton Elementary School Queen Anne’s County High School Centreville Middle School Sudlersville Middle School Sudlersville Elementary School Church Hill Elementary School Bohemia Manor High School, Bohemia Manor Middle School New !