Our PDS group's definition (UHS: Myself, Andrew, Alexis, Mackenzie, Caleb) of a PDS:
1. A place where everyone, teacher, student, and administration, as well as preservice teachers can learn. Each should be able to continually learn from one another. It should also include reciprocal professional development. This allows every person involved with a PDS to have a chance at success
2. A program that has a strong University to School connection. This allows for the linkage of liberal arts instruction and practicum instruction to create a well-rounded program for future educators. This also assists helping preservice teachers learn theory into practice as well as practicing reflection and inquiry.
3. A place where all students, educators, and administrators can feel comfortable. This can be accomplished and displayed through collaboration and reflective practices. This also means it is a place of open communication between not only teachers and students, but a community. Lastly, a mutual respect should be found between students, educators, and the community.
2. A program that has a strong University to School connection. This allows for the linkage of liberal arts instruction and practicum instruction to create a well-rounded program for future educators. This also assists helping preservice teachers learn theory into practice as well as practicing reflection and inquiry.
3. A place where all students, educators, and administrators can feel comfortable. This can be accomplished and displayed through collaboration and reflective practices. This also means it is a place of open communication between not only teachers and students, but a community. Lastly, a mutual respect should be found between students, educators, and the community.
4. Must be committed to use cutting-edge research, technology, and theory. This is critical for increasing student learning and providing future educators with powerful teaching abilities so that they can be more effective educators.
5. Must be an environment that places the needs of the students and their learning above all else. In other words, students must be the center of the PDS. The needs of the students must dictate the curriculum.
6. Has a responsibility to broaden the learning community beyond that of the school and the university. This is critical, as members of the community (particularly parents) can be an excellent resource if they are invested in the learning community.
7. Should be used as an "instrument of change", and always look to develop new policy though inquiry-based practice.
8. Must be a program which establishes specific goals for learning and development and strives to meet these goals.
9.. The PDS is an extended learning community in which multiple partner institutions develop relationships with the schools that they serve.
10. Work towards educational reform and school improvement in the area by integrating expertise and knowledge of practice as well as developing new approaches specific to that locality.
11. Provides an environment that supports the learning of K-12 students as well as student teachers, faculty, and other professionals in the field. All members of the community can learn and grow from each other in the field.
12. Develops a common shared professional vision of teaching and learning grounded in research and practitioner knowledge. Professionals learn by doing, not through rote memorization or higher education course work.
6. Has a responsibility to broaden the learning community beyond that of the school and the university. This is critical, as members of the community (particularly parents) can be an excellent resource if they are invested in the learning community.
7. Should be used as an "instrument of change", and always look to develop new policy though inquiry-based practice.
8. Must be a program which establishes specific goals for learning and development and strives to meet these goals.
9.. The PDS is an extended learning community in which multiple partner institutions develop relationships with the schools that they serve.
10. Work towards educational reform and school improvement in the area by integrating expertise and knowledge of practice as well as developing new approaches specific to that locality.
11. Provides an environment that supports the learning of K-12 students as well as student teachers, faculty, and other professionals in the field. All members of the community can learn and grow from each other in the field.
12. Develops a common shared professional vision of teaching and learning grounded in research and practitioner knowledge. Professionals learn by doing, not through rote memorization or higher education course work.
13. Allows for all learners to have equitable access to knowledge.
14. An environment recognizes and honors the diversity of students and multicultural curricula.
15. Creates an educative community and enables educators and the students to make educational decision together. Is a learning process for everyone involved including the P-12 students and faculty, college/university faculty, and preservice teachers which helps build a stronger educative community.
16. Builds and strengthens the learning community by promoting life-long learning through communication, collaboration, and reflection.
17. Helps future educators conduct inquiry, action research, and reflective practice to find the most effective instructional techniques and learning strategies in the classrooms.
18. A learning environment that supports candidate and faculty development within the context of meeting all children’s needs. Each PDS is committed to providing equitable learning opportunities for all, and to preparing candidates and faculty to meet the needs of diverse student populations.
19. A program that is always progressing. PDS partners work together over time, building relationships
and commitment to their shared goals. They develop new strategies, roles, and
relationships to support their work.
20. A setting in which new practitioners and P–12 and university faculty can learn to meet the challenges of 21st century education together, because the expertise and resources of both university and the schools support them.
19. A program that is always progressing. PDS partners work together over time, building relationships
and commitment to their shared goals. They develop new strategies, roles, and
relationships to support their work.
20. A setting in which new practitioners and P–12 and university faculty can learn to meet the challenges of 21st century education together, because the expertise and resources of both university and the schools support them.
