The Urban Professional Development School Network: Assessing the Partnership's Impact on Initial Teacher Education

Damore, Sharon J.; Kapustka, Katherine; McDevitt, Patrick

doi:10.1080/08878730.2011.582929

Cited by 10 publications

(6 citation statements)

References 27 publications

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“…In an effort to build upon their successes and help them develop, the notion of a summative tool was replaced with other formative tools. In our universitybased Professional Development School (PDS) work (Damore, Kapustka, & McDevitt, 2011;Kapustka & Damore, 2012;Damore & Kapustka, 2007), we, the university faculty and PDS school liaisons, questioned the validity of the use of a traditional, college of education prescribed, checklist-based performance assessment as an effective evaluation of student teachers. Concerns focused specifically on the structure and content of the supervisory feedback conference and perceived limitations for yielding improvement in the student teacher's growth and development.…”

Section: Introductionmentioning

confidence: 99%

Beyond Charlotte: Reflection for Continuous Improvement of Practice

Rieckhoff¹,

Damore²

2017

JPR

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Section: Introductionmentioning

confidence: 99%

Beyond Charlotte: Reflection for Continuous Improvement of Practice

Rieckhoff¹,

Damore²

2017

JPR

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“…Both researchers work extensively both locally and nationally coaching principals and instructional leaders. This study was contextualized in earlier work (Damore & Kapustka, 2007; Damore, Kapustka, & McDevitt, 2011; Kapustka & Damore, 2012; Rieckhoff & Damore, 2017) that utilizes the coaching tool with student teachers in a professional development school, university–P-12 partnership.…”

Section: Methodsmentioning

confidence: 99%

School Leader Perceptions: Coaching Tool and Process

Damore

Rieckhoff

2019

Journal of Research on Leadership Education

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This study extends previous work and builds upon the use of a prescribed coaching tool in an effort to build the capacity of school leaders in the role of instructional coaches. By using a reflective interview process and structured protocol, the authors present findings to suggest administrators need more intentional training to strengthen their role as instructional leaders. The results were organized under three themes: (a) instructional leadership growth, (b) teacher growth, and (c) professional conversations. Historically, minimal training that utilizes explicit tools and strategies to strengthen administrator’s roles as instructional leaders has been provided.

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“…These sites offered both training for teachers and research spaces for school-university partnerships (Colburn 1993). Research shows that implementing a pds model can increase student achievement in K-12 settings (Castle, Arends & Rockwood 2008;Marchant 2002), improve the quality of pre-service teacher education courses (Damore, Kapustka & McDevitt 2011), and produce teachers who are better prepared to teach (Neapolitan et al 2008).…”

Section: Professional Development Schools (Pds)mentioning

confidence: 99%

Using Disability Studies in Education (dse) and Professional Development Schools (pds) to Implement Inclusive Practices

Elder

Givens

LoCastro³

et al. 2021

J. Disabil. Stud. Educ.

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This article highlights ways in which disability studies in education (dse) and professional development school (pds) partnerships can be used to provide students with disability labels more access to inclusive classrooms. The authors of this qualitative exploratory case study interviewed 16 teacher and administration pds steering committee members to better understand how students with disability labels could be supported through the development and implementation of dse-informed inclusive practices. The findings indicate that instituting proactive communication structures, providing ongoing dse-informed professional development to teachers, administration, and staff, and teachers taking inclusive action increased the number of students with disability labels accessing general education classrooms. These findings, while a work in progress, show how members of one pds steering committee took steps to resist deficit models of disability and questioned traditional segregated approaches to special education at their school.

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The Urban Professional Development School Network: Assessing the Partnership's Impact on Initial Teacher Education

Cited by 10 publications

References 27 publications

Beyond Charlotte: Reflection for Continuous Improvement of Practice

Beyond Charlotte: Reflection for Continuous Improvement of Practice

School Leader Perceptions: Coaching Tool and Process

Using Disability Studies in Education (dse) and Professional Development Schools (pds) to Implement Inclusive Practices

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