Professional Development Schools: Stages in Collaboration

Abstract

We describe the development of professional development schools at the University of South Carolina in terms of the five stages of collaboration identified by Kagan: formation, conceptualization, development, implementation, evaluation, and termination/reformation. Other research on the change process is also considered. In addition, lessons learned from the collaborative activities involving school personnel and university faculty are described.

Digital ensemble: the ENaCT design‐based research framework for technology‐enhanced embodied assessment in English education

“…Such collaborative practices as warm-up activities, story circles, feedback sessions and showcasing opportunities can help to make students feel comfortable with being together in the moment and sharing their authentic and emotive responses and opinions. Embedding these scaffolded essential requirements that are pitched within the Zone of Proximal Development (ZDP) of the pupils, assuaged their fears through collaborative learning and ensured some level of attainment for each learner (Dixon andIshler 1992, Wood et al 1976). 4 Socialising opportunities: It is essential to appreciate that a healthy level of noise and conversation is acceptable and indeed important during such innovative and active teaching and learning endeavours.…”

Asking the stakeholders: Initiating collaboration

“…However, an educational reform movement that came out of the 1980s called for a development of partnerships between universities and public schools through which the restructuring of public schools would proceed simultaneously with new methods of teacher preparation, induction, and development (Goodlad, 1990;Holmes Group, 1986). The development of collaborative partnerships between universities and public schools that focus on teacher education can be seen as a means to link the university and the public school and, therefore, link theory and practice (Dixon and Ishler, 1992;Holmes Group, 1986;Lieberman and Miller, 1990). Koerner (1992) examined cooperating teachers' perceptions about having student teachers.…”

The Role of Stories in the Formation of a University/Public School Collaborative Identity

“…These stories began shortly after Karen's failed first attempt to establish an authentic connection with Lura over the proposed journal project. According to Dixon & Ishler (1992), conflicting viewpoints and dissatisfaction of individuals within PDSs can promote greater cognitive efforts among the participants. Instead of giving up, I (Karen) chose to begin establishing trust by joining Lura, Alicia, and their teaching team for lunch on Tuesdays.…”