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New Pennsylvania Teacher Certifications: How ESU uses Collaborative Inquiry with its Professional Development Schools to Successfully Navigate Change Terry.

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Presentation on theme: "New Pennsylvania Teacher Certifications: How ESU uses Collaborative Inquiry with its Professional Development Schools to Successfully Navigate Change Terry."— Presentation transcript:

1 New Pennsylvania Teacher Certifications: How ESU uses Collaborative Inquiry with its Professional Development Schools to Successfully Navigate Change Terry Barry Associate Dean of Field Experiences and Partnerships Gina R. Scala Chair, Department of Special Education and Rehabilitative Services

2 A Quick History  ELED K-6 and ELED K-6 & Special Education - 1999-2012  1999 – Pilot: Comprehensive, Collaborative, Integrative Apprentice Semester prior to student teaching  2003 – Move to Scale for all ELED and ELED/SPED Certification Students  Encompass two semesters in PDS setting  K-6 + SpEd: Eighteen schools in Five School Districts  Coordinating Council and Site Councils  PA and NAPDS presence; Spirit of Partnership 2007

3 A Moving Target Redesign: A Moving Target  Pennsylvania Department of Education (PDS) changes certifications:  Early Childhood & Literacy imperative  Middle Level content concentrations  Focus on diverse learners  In-depth Fieldwork  Multiplicity of Goals  ESU Comprehensive Model  Resources Becoming Scarce  Challenges Within the State

4 Pennsylvania Department of Education Certification Changes Old Certification/Program  K-6 Certification  Integrated K-6 & Birth-21 Special Education Certification  Dual N-3 & K-6 Certification New Certification/Program  Addition 9 SpEd + 3 ELL credits  Fieldwork Competencies  Pre K-4 Certification  Pre K-4 and Pre K-8 Special Education Certification  Middle Level 4-8 Certification  Middle Level and Pre K-8 Special Education Certification

5 Challenges to Change  Changing Mindsets  Paradigm Shifts  Partner Investment & Collaboration  Accountability  New Teacher Evaluations  Specialized Designs and Models  Working Though the Process

6 We Used Collaborative Inquiry to Meet Challenges DEFINE Posing DISCOVER Appreciating DREAM Envisioning DESIGN Co-Constructing DELIVER Sustaining Collaborative – Thinking & working on problems to solve together, Ongoing evaluating & realigning Appreciative – Valuing the best people; Affirming past & present strengths, successes, potentials Creative – Problem posing; Playful possibilities; Consider feeling- thoughts; Construct together

7 Each PDS has a site-council comprised of the ESU Liaison, Building Liaison, Principal and teachers. Liaisons meet with ESU faculty for Professional Development (twice a year) and ongoing communication. The Coordinating Council meets to discuss our PDS partnership three times per year. Systematic Collaboration

8 Our Shared “Essentials”  Re define the problem…problem-posing  Re affirm trust: what is working, successful, new directions, empowering ideas  Re connect Goals: District, ESU, PDS Essentials  Multiple Re designs to address PDS/ESU needs  Re visit expectations: Program, Levels, Individual  Openness to Re build and Evaluate impact  Re new commitment – Embrace more individuals

9 Existing Model Preschool Head Start 1 AM/PM a week 2 week project Pirmary I K-2 PDS Site1 1 day/week 10 weeks Primary II K-4 PDS Site II 2 days/week 13 weeks Student Teach Two placements SPED placement for Integrated PDS I OR PDS II

10 Through Inquiry with our partners.. Junior YearSenior Year Semester 1Semester 2Semester 3 PK4 1 day per week (teacher A) PK 4 2 days per week (teacher A) PK 4 Full-time one quarter (Teacher A) PK 4 Full-time one quarter (Teacher B) PK4/SPED (High Inc.) 1 day per week (teacher A inclusion) PK4/SPED (High Inc.) 2 days per week (teacher A inclusion) PK4/SPED (High Inc.) Full-time one quarter (teacher A inclusion) PK4/SPED (High inc.) (teacher B) L.S. Extension PK4/SPED (Low Inc.) 1 day per week (teacher A) PK4/SPED (Low Inc.) 2 days per week (teacher A) PK4/SPED (Low Inc.) Full-time one quarter (Teacher A) PK4/SPED (Low Inc.) Full-time one quarter (Teacher B)

11 Middle Level – A work in progress Junior YearSenior Year Semester 1Semester 2Semester 3 Middle Level 1 day per week 4 th – 6 th grade (teacher A) Middle Level 1 day per week 7 th – 8 th grade (teacher B) Middle Level Student Teaching 4 th – 6 th grade (teacher A) Middle Level Student Teaching 7 th – 8 th grade (teacher B) Middle Level 1 day per week 4 th – 6 th grade Inclusion Co-teaching (teacher A) Middle Level 1 days per week 7 th – 8 th grade Inclusion Co-teaching (teacher B) Middle Level Student Teaching 4 th – 6 th grade Inclusion Co- teaching (teacher A) Middle Level Student Teaching 7 th – 8 th grade Inclusion Co- teaching (teacher B) Middle Level 1 day per week 4 th – 6 th grade (teacher A) Middle Level 1 day per week 4 th – 6 th grade (teacher A) Middle Level Student Teaching 7 th – 8 th grade (teacher B) K-8 Low Inc Full-time one quarter (teacher C)

12 Keys to Sustainability!  Dialogue : Honest, Thoughtful, Appreciative  Equity : Best Fit, Trust and Emotional Capacity  Creativity : Problem posing, Playful design work  Collaboration : Relational Problem-Solving  Evaluation : Ongoing, Authentic  Recognition: http://www4.esu.edu/academics/colleges/educ ation/publications/FlipBook/ http://www4.esu.edu/academics/colleges/educ ation/publications/FlipBook/

13 Questions? (@ESUCollegeofEd) Dr. Gina R. Scala Chair Special Education/Rehabilitation gscala@esu.edu 610-216-4858 Dr. Terry Barry Associate Dean – College of Education Office of Field Experience and Partnerships tbarry1@esu.edu 570-422-3413 ESU College of Education

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