Description
The literature on preparing and sustaining quality teachers has suggested that to be successful, teacher preparation and development require a mutual collaboration and a synergy of effort among partners, most typically a school district and a university teacher preparation program. One response has been to draw universities and school districts together in true partnership through Professional Development Schools ( PDSs). Together, the partners are responsible for creating environments in schools and in university classrooms that can transform into clinical sites dedicated to best practices and professional growth for all. This book is designed to offer practical applications on how partners can work together to implement the mission and goals of the PDS by providing ways that PDS partners can engage in a much deeper and more profound experience that results in a synergistic relationship. Joint involvement in application of practice takes each partner to a level far greater than traditional teacher education and professional development practices while creating a cooperative community of practice centered on teacher and student learning.
About the Author
Dr. Lourdes Zaragoza Mitchel has wide experiences and expertise as a teacher educator, administrator, consultant, researcher and author in both urban and suburban institutions of learning. Her work has led her to specialize in the preparation of teachers across the continuum of a teachers life, novice-expert, and advancing the agenda of clinical practices through the Professional Development School (PDS).
Reviews
Come together. Work together, and Stay together in a place where everyone teaches and everyone learns. That place is a professional development school. Dr. Lourdes Mitchell draws on her deep understanding of teacher development and knowledge of university and school partnerships to provide a 'how to' manual for developing and sustaining quality professional development schools. The book is comprehensive, practical, and blends research and practical applied examples of what worked and what didn't work in the process of developing three very different professional development schools. Everyone Teaches and Everyone Learns: The Professional Development School Way is both functional and inspirational. The writer so aptly describes the benefits of the professional development school collaboration for academic achievement of K-12 students: but, it is also clear that the university school partnerships were able to raise the self-esteem and public esteem of teachers so that teachers would expand themselves as professionals who are valued and respected and open to new ways of learning research-based ideas. -- Evelyn Perry, Ed.D., president, National Association for Professional Development Schools
Even with my familiarity and connection to the PDS agenda and goals, the book made me THINK! It brought LIFE to a complex subject. -- Lori Moonan, PDS Coordinator,Brookside Place, Hillside, Bloomingdale and Livingston Ave PDS Schools, Cranford, New Jersey
This book is unique in that it offers both the research and practical application. It has achieved a balance of professional and personal. It is both research-based and a handbook. It is a how-to and a memoir. It is the 'Big Picture' (defining PDS and establishing a living and working authentic partnership with goals and assessments) and the 'Smallest Details' (MOU, sequence of a think tank, partnership agreement). -- Deanne Opatosky, teacher and literacy coach, BDO Consultants, Manasquan, New Jersey
As university professors we are engaged in developing these kinds of relationships on a regular basis, yet we receive no formal training. I would see this book as a good tool for higher education faculty and also as a PDS book study project. -- Christopher H. Tienken Ed.D, Editor, AASA Journal of Scholarship & Practice, Editor, Kappa Delta Pi Record, Assistant Professor, Education Leadership, Management, and Policy, Seton Hall University, NJ
Lourdes Mitchel compels us to come together and maximize the potential our places of learning have to offer. Professional Development School partnerships demonstrate the best of what we know about learning - it is life long - and deliberate career efforts must be fostered for those who are considered professional educators. With increasing global demands, unlimited information and access to research that will produce unimaginable learning capabilities it is time for such partnerships to be regarded as educational priorities. Lourdes presents us with a demonstrative vision for the future of our profession. -- Gayle Carrick, superintendent, Cranford Public Schools, New Jersey
Dr. Lourdes Mitchel uses authentic examples from two PDS schools as well as infusing actual teacher vignettes into each chapter. It's a powerful marriage of theory, research and practice! I would grant this book an 'A' because of the integration of experience, theory, research and the varying voices of the partners. -- Susan Taylor, director, Newark-Montclair State University Urban Teacher Residency
Dr. Mitchel provides theoretical and research-based justification for the PDS as a valuable way to engage school personnel, university faculty and university students into a formal and planned community of learners. She provides clear examples of what this work can look like, and she provides useful protocols-forms, activities, etc., that helped make successful the work she and her colleagues have engaged in. -- Corinne Mantle-Bromley, Ph.D., dean, college of education, University of Idaho
The literature on preparing and sustaining quality teachers has suggested that to be successful, teacher preparation and development require mutual collaboration between partners; often a school district and a university teacher-preparation program. The partners must create environments in schools and in university classrooms that can be used as a clinical sites dedicated to best practices. This book draws on scholarly research as well as the author's own professional experience to give educators a process for designing and sustaining a Professional Development School partnership. * Seton Hall *
Book Information
ISBN 9781610489065
Author Lourdes Z. Mitchel
Format Paperback
Page Count 188
Imprint Rowman & Littlefield Education
Publisher Rowman & Littlefield
Weight(grams) 290g
Dimensions(mm) 229mm * 154mm * 13mm
About the Author
Dr. Lourdes Zaragoza Mitchel has wide experiences and expertise as a teacher educator, administrator, consultant, researcher and author in both urban and suburban institutions of learning. Her work has led her to specialize in the preparation of teachers across the continuum of a teachers life, novice-expert, and advancing the agenda of clinical practices through the Professional Development School (PDS).
Reviews
Come together. Work together, and Stay together in a place where everyone teaches and everyone learns. That place is a professional development school. Dr. Lourdes Mitchell draws on her deep understanding of teacher development and knowledge of university and school partnerships to provide a 'how to' manual for developing and sustaining quality professional development schools. The book is comprehensive, practical, and blends research and practical applied examples of what worked and what didn't work in the process of developing three very different professional development schools. Everyone Teaches and Everyone Learns: The Professional Development School Way is both functional and inspirational. The writer so aptly describes the benefits of the professional development school collaboration for academic achievement of K-12 students: but, it is also clear that the university school partnerships were able to raise the self-esteem and public esteem of teachers so that teachers would expand themselves as professionals who are valued and respected and open to new ways of learning research-based ideas. -- Evelyn Perry, Ed.D., president, National Association for Professional Development Schools
Even with my familiarity and connection to the PDS agenda and goals, the book made me THINK! It brought LIFE to a complex subject. -- Lori Moonan, PDS Coordinator,Brookside Place, Hillside, Bloomingdale and Livingston Ave PDS Schools, Cranford, New Jersey
This book is unique in that it offers both the research and practical application. It has achieved a balance of professional and personal. It is both research-based and a handbook. It is a how-to and a memoir. It is the 'Big Picture' (defining PDS and establishing a living and working authentic partnership with goals and assessments) and the 'Smallest Details' (MOU, sequence of a think tank, partnership agreement). -- Deanne Opatosky, teacher and literacy coach, BDO Consultants, Manasquan, New Jersey
As university professors we are engaged in developing these kinds of relationships on a regular basis, yet we receive no formal training. I would see this book as a good tool for higher education faculty and also as a PDS book study project. -- Christopher H. Tienken Ed.D, Editor, AASA Journal of Scholarship & Practice, Editor, Kappa Delta Pi Record, Assistant Professor, Education Leadership, Management, and Policy, Seton Hall University, NJ
Lourdes Mitchel compels us to come together and maximize the potential our places of learning have to offer. Professional Development School partnerships demonstrate the best of what we know about learning - it is life long - and deliberate career efforts must be fostered for those who are considered professional educators. With increasing global demands, unlimited information and access to research that will produce unimaginable learning capabilities it is time for such partnerships to be regarded as educational priorities. Lourdes presents us with a demonstrative vision for the future of our profession. -- Gayle Carrick, superintendent, Cranford Public Schools, New Jersey
Dr. Lourdes Mitchel uses authentic examples from two PDS schools as well as infusing actual teacher vignettes into each chapter. It's a powerful marriage of theory, research and practice! I would grant this book an 'A' because of the integration of experience, theory, research and the varying voices of the partners. -- Susan Taylor, director, Newark-Montclair State University Urban Teacher Residency
Dr. Mitchel provides theoretical and research-based justification for the PDS as a valuable way to engage school personnel, university faculty and university students into a formal and planned community of learners. She provides clear examples of what this work can look like, and she provides useful protocols-forms, activities, etc., that helped make successful the work she and her colleagues have engaged in. -- Corinne Mantle-Bromley, Ph.D., dean, college of education, University of Idaho
The literature on preparing and sustaining quality teachers has suggested that to be successful, teacher preparation and development require mutual collaboration between partners; often a school district and a university teacher-preparation program. The partners must create environments in schools and in university classrooms that can be used as a clinical sites dedicated to best practices. This book draws on scholarly research as well as the author's own professional experience to give educators a process for designing and sustaining a Professional Development School partnership. * Seton Hall *
Book Information
ISBN 9781610489065
Author Lourdes Z. Mitchel
Format Paperback
Page Count 188
Imprint Rowman & Littlefield Education
Publisher Rowman & Littlefield
Weight(grams) 290g
Dimensions(mm) 229mm * 154mm * 13mm
