Excellence in teacher preparation: partners for success.

While current literature identifies the characteristics of a successful professional development school (PDS)/university partnership, it is imperative for universities to consider the impact of clinical placements on the training and development of preservice teachers. What is missing from the literature are the views of the preservice teachers on these experiences. The research used for this article attempts to address this gap. The study gathered information from students who completed a junior block of five classes and embedded clinical experiences on-site at a quality PDS over the course of five years.

History of Professional Development Schools

The concept of Professional Development Schools, which springs from the work of the Holmes Group (1990), is in turn based on the medical training model developed by Flexner (1910) in the early years of the 20th century. Flexner incorporated Dewey's ideas about individuals needing experience and practice in order to develop understanding, thus enabling them to use their knowledge in new situations. With Dewey's (1904/1974) theory as a support base, Flexner designed a medical training model that utilized clinical experience as a means of learning.

Professional development schools emerged during the school reform efforts of the 1980s. The reform agenda led to conceptual changes for classrooms, as well as changes in the way teachers were prepared. Reform continued into the 1990s, with a shift in emphasis towards high standards for both children and teachers. The creation of the PDS plays a critical part in the effort to improve schools and teacher education programs. Instead of training teachers in university classrooms without the benefit of extensive practical experience with children, teacher-training programs embed learning with clinical experience. The Holmes Group views the PDS as a means to provide a place where novice teachers can learn while also allowing for continual research and professional development (Holmes, 1990).

A PDS provides a venue through which preservice teachers, classroom teachers, and university professors can stretch their understanding of education while providing exemplary educational opportunities for pre-kindergarten through 12th-grade students. Clark (1999) identified four main purposes of a PDS: 1) to provide a clinical setting for preservice education, 2) to engage in teachers' professional development, 3) to promote and conduct Inquiry, and 4) to provide exemplary education for PK-12 students.

The PDS

"Conceptually, a Professional Development School is an exemplary, functioning school, generally a public school, which has as one of its fundamental missions the professional development of preservice, novice, and practicing teachers" (Abdal-Haqq, 1989). The public school described in this article is functioning at an exemplary level. It serves a population that is representative of the diverse surrounding community, providing our students with true-to-life experiences with children and families from backgrounds that are often quite different from their own. The county has developed a unique early childhood program that has served as a model program for other systems in the state and surrounding regions. Six multi-service centers were developed across the state's largest school district to provide early childhood and family support programs. The school district is the primary sponsor, with numerous partnerships to leverage funding and provide programs at a common site ("Child development and family learning," 2001).

Each Child Development and Family Learning Center focuses on school readiness and improving literacy by exposing 4-year-old kindergarten children and parents to an environment rich in language and print. A wealth of activities and services are provided for children and their families, as each center hosts a mix of agencies, institutions, community partners, and programs.

History of the Child Development and Family Learning Center

The center described here, the Dunbar Child Development and Family Center, is named after the acclaimed African American poet Paul Laurence Dunbar. His portrait hangs prominently at the center to inspire and remind the young children and their families of his great achievements.

The center, which is accredited by the National Association for the Education of Young Children, is part of the public school system and provides a diverse network of child and family services to an at-risk community in South Carolina. The anchor programs at the school are six kindergarten classrooms serving 4-year-olds who were identified by the district as most in need, based on a developmental assessment. Dunbar continues to expand its services and programs in the community. The population served is lower socioeconomic, and includes a mix of approximately one-third Hispanic, one-third African American, and one-third Caucasian students.

Other programs housed in the school are three Head Start classrooms--two are from the county that governs the center and one classroom is from an adjacent county. Also included are two parent educators, a school nurse (part-time), a social worker, and a community police officer. The center offers classes for adults working towards their GED, a class for teen mothers who wish to remain in high school, English as a second language classes, a preschool special education program, a speech clinic, an afterschool extended day program, and the university classes, which meet four days a week. In addition, local high school students attend classes for a portion of the day to fulfill components of their service learning projects. The university's AmeriCorps volunteers and America Reads tutors are also situated at the center.

The University's Education Degree Coursework 

Junior level early childhood majors at the university take five co-requisite integrated courses that include: early childhood curriculum; advanced growth and development; language development; assessment, diversity, and management; and a clinical course. The classes meet in the dedicated university classroom for course lectures and discussion, with a different course meeting each day. For one hour each day, Monday through Thursday, at rotating times in the morning, the students complete clinical experiences that are integrated into their assigned classrooms with their focus children. Assignments include observations, informal and formal assessments of children's learning, and directed teaching experiences.

Over the course of five years, the partnership between the PDS and the university has developed into one that provides exemplary experiences for preservice teachers and enriching educational programs for young children and their families, and that offers opportunities for inquiry and professional growth for university professors and classroom faculty.

The Partnership

The organization and characteristics of each PDS are unique to each site and are dependent upon the needs and resources of both the university and the PDS. Levine (1997) identified three critical attributes for a successful PDS: "1) the nurturing of a true learning community capable of providing support for adult and children learning; 2) the characteristics of a true collaboration both within and across partnering institutions; and 3) accountability for quality teaching and learning"(p. 66). This partnership has clearly meet that criteria.

Learning Community. A learning community provides a venue in which preservice teachers are supported as they explore, practice, and reflect on the art of teaching. It provides a supportive place for adults and children to learn. In a PDS, preservice teachers have the opportunity to learn instructional strategies as they put into practice the knowledge and concepts learned in university classes. Additionally, preservice teachers are able to critically reflect on what they see and do in the classrooms. They have the opportunity to dialogue with their university professor, classroom teacher, and fellow preservice teachers. This type of setting provides opportunities for students and professionals to work together to find solutions for shared problems, questions, or concerns. A learning community lays the groundwork for a collaborative relationship, the second critical attribute needed for a successful partnership.

Several curriculum changes supported the presence of a learning community. The early childhood curriculum course added a stronger emphasis on the High/Scope curriculum, which is used by the state-funded 4K programs. Preservice students learn about the High/Scope curriculum in their university class and are then able to see its implementation. They also are able to internalize connections between theory and practice through interactions with fellow students, classroom teachers, and university professors. A second curriculum change in the survey class takes advantage of the learning community. Teachers at the center incorporate the project approach within their classes. The teachers come into the university class to share with the students a project they have done in the past. Preservice teachers then collaborate with their clinical classroom teacher as they plan and carry out at least one phase of one project within their clinical classroom.

The child development class now invites teachers involved in other programs housed at Dunbar into the university classroom. Their inclusion in this class agenda serves two purposes: preservice teachers learn various ways to address the needs of the entire family, and it builds the learning community and reinforces the need for early childhood teachers to remember the whole child and the family. Preservice teachers coordinate the topic of their selected theme unit with that of the classroom, and then collaborate with the classroom teacher on which lesson from the unit would be taught during the class. Preservice teachers are now able to see how their lessons relate to those in a "real classroom."

Another curriculum change that reflected a strong learning community was incorporated after dialogue between the teacher of an English literacy class and a university professor. Adult students enrolled in the English literacy class needed an opportunity to practice their English, and preservice teachers needed to become more knowledgeable and comfortable working with families who speak limited English. An assignment that consisted of a mock parent conference between the adult English students and the preservice teachers was received favorably.

True Collaboration. The effectiveness of a PDS/ university partnership is dependent upon successful communication and collaboration between the public school and the university. Million and Vare (1997) note that two things must be present for successful collaboration. First, participants must be equal in status, and second, they must have mutually agreed-upon goals.

Discussion and reflection among university professors, classroom teachers, and administrators led to effective program changes. In the fall of 1999, students attended classes five days a week at the center, with clinical hours being completed one morning a week from 8:00 until 12:00. Following a recommendation from the classroom teachers, it was decided to place preservice teachers in clinical placements every day to allow for greater continuity. This approach also proved beneficial for the university professors. Their classes meet one day per week, which includes one hour for clinical experiences; the university professors use the clinical time to support the preservice teachers' classroom learning.

Reflection indicated that the daily presence of the preservice students helped to build community. However, the students were experiencing only a limited portion of the school day. After careful collaboration with teachers it was decided that the time during which preservice teachers would come into the classroom would change every two weeks, and thus allow students to experience all parts of the morning.

University professors, administrators, and classroom teachers meet at the beginning of each semester to discuss goals for the semester, including, but not limited to, strengths, problems, needs, and possible solutions. Calendars are exchanged so that professors and classroom teachers can plan for days when students will be absent. Teachers note the times and dates for field trips and extracurricular activities, and decisions are made regarding which activities would be most beneficial to preservice teachers and which activities classroom teachers think would benefit from the extra assistance of the preservice teachers.

Various curriculum changes directly linked to collaboration include changing assignments for the child development class from the theoretical to the practical. Students discuss theories of child development and are required to find examples of each during the clinical hour. Additionally, they identify one child in their class around whom they develop a case study profile. Preservice teachers determine the child's developmental stage and provide support for their analysis. Information for the report is gathered from direct clinical experiences and through assignments in this class, as well as other classes in the junior block. The preservice teachers also gather information from school records, a home visit, and discussions with the classroom teacher or assistant, all of which hones the preservice teachers' ability to observe and gather information regarding the development of a child and then connect that information to practical classroom application.

Accountability for Quality. Levine (1997) identified three aspects of accountability for quality teaching and learning in Professional Development Schools: ensuring that preservice students are provided an opportunity to learn and gain experience, learning about and using best practice, and ensuring the students' welfare.

Eventually, the university professors decided to move toward authentic, performance-based assessment of students in all classes, emphasizing documentation of knowledge and skill. The use of portfolio assessment began in the classroom management class and since has spread to all classes, with an emphasis on the 10 state assessment standards that are used to evaluate preservice teachers' senior year.

The partnership between the PDS and the university has been successful since its inception, due in part to the relationships and connections formed prior to the collaboration among university professors and the school faculty and administrative staff. This successful partnership has enabled professionals to examine teacher training practices and explore the university student's point of view concerning the impact of on-site experiences at a PDS.

Students' Perceptions

Students who had completed one semester of university classes and clinical time at the center were asked open-ended questions concerning their experiences. The first group of participants were just completing their junior block of classes at the PDS site; the second group of participants had completed their junior block of classes two semesters previously, and were currently completing their student teaching; students from the third group consisted of second-year teachers from the initial fall 1999 class at the center.

Open-ended responses at the completion of one semester at the center: All of the students noted the breadth and depth of experiences that, they said, aided in their understanding of and appreciation for diversity. A representative response was: "It was very educational for all of us to see all of the diverse situations we will be exposed to in our teaching future. I truly enjoyed the family visit, because getting to know the parents is a crucial part of teaching."

When asked to describe how the experiences at Dunbar will prepare them for future experiences, the student responses included:

"Being at Dunbar gave me a firsthand opportunity to apply what I was learning in class. I was able to practice assessment methods and classroom management in the class."

"My experiences at Dunbar helped me realize firsthand to be flexible and to make accommodations when needed. The varied student populations gave us a firsthand look at differences and accommodations that were made for these students."

"I would say that they prepared me for my experiences at the school I'm working with now because of the diversity experiences I had there. It helped me to be able to notice and identify the different developmental levels in children."

"Dunbar prepared me for the ways to relate to the families of my students, and it especially prepared me on how important hands-on projects and learning is for the education of young children."

When asked about the kinds of choices/decisions made while participating at Dunbar, the students' responses related to the affirmation of the decision to teach young children. One student said, "My experiences at Dunbar were so fulfilling that, at this point, I would really like to work with young children. Children this age are so full of wonder. They are investigators looking for answers about things around them. I think children at this age can be guided into hands-on investigation and critical thinking, which is very exciting to the children and to me."

The only response to the final open-ended question regarding additional information about the Dunbar experience was, "The only thing that I would like to include is that I'm really grateful to have had the experience at Dunbar. The teachers and staff were very helpful and inviting. I think that I will always remember this experience, especially the children. It honestly was a growing experience for me, professionally and personally."

Open-ended responses at the completion of student teaching (two semesters after being at the center): In responding to the questions concerning how the experiences at time center aided them in understanding and appreciating diversity among learners, seven students stated that the home visits were very beneficial; four mentioned simply working with Spanish-speaking children in the classroom; and seven mentioned that through their experiences, they became aware of the differences among children--racial, economic, and ability--and of the need to develop lessons to address the differences.

In describing how their experiences at the center prepared them for future experiences, four students stated they were more aware of the High/Scope curriculum, four believed that they were better prepared to work with Spanish-speaking children and their families, one learned more about family differences through a project that she implemented with her children in the classroom, and one stated that it made her much more open-minded and flexible.

When asked to describe ways in which university class learning was reinforced in practical experiences and ways that the center experience helped them grow personally and professionally, the students said that it was great to have daily hands-on experience with children, to learn about the Project Approach and practice it, and to be able to learn about and observe 4-year-olds' development. One student mentioned that having direct experience implementing the High/Scope curriculum was helpful.

The students explained that important decisions they made while participating at Dunbar included coming to school each day so as not to miss time with the children, loving and accepting (all) children, learning not to be so strict or overbearing, and considering the educational backgrounds of the students.

The last question asked the students to share anything they wanted to about their experience at Dunbar. These responses were most interesting. The students shared that the administration and teachers were very welcoming and supportive of their participation in the program at Dunbar. One stated that he would not give up his experience at the center for anything. Three students complained that it was too far to drive. One was adamant that she expected her classes to be held on campus, and one was certain that a better placement could have been used that was in the same county as the university. (Interestingly, the center is geographically located in the same county as the university, but is operated by an adjacent county school system.) These same three students stated in the earlier questions that they had no experiences that assisted them in their personal and professional development and had had no experiences to assist them in an understanding of diversity while at the center. Amazingly, the self-report was probably correct. Despite the "banquet of learning" afforded them, they were never able to move beyond their resentment of being placed at a center located 16 miles from campus, and all that such circumstances meant to them personally.

Open-ended responses from the focus group with previous students who are currently teaching and their views on the impact of the program on students after graduation: The first and most often repeated reflection of these three teachers concerned the impact that the center experience had on their understanding of the importance of parents, and the importance of working with parents as central to who they were as "early childhood educators."

Other important reflections included the opportunity to see the center "come into being." Indeed, it was possible to see the transformation as murals were added to the walls, developmentally appropriate furniture arrived, and "real" pictures and "real" objects were used in the classrooms and as displays of children's accomplishments. Two of the teachers had been moved from a well-established school, where they taught their first year, to a "transforming" school. Both reported that the transition was seamless, due to their experience at the center.

Interestingly, the two 2nd-grade teachers believed that they were more developmentally appropriate in their instruction as a result of having been at the center. Neither used many worksheets; one stated that since some of her colleagues had already used their photocopy quotas, she was letting them use hers, as she wouldn't need them.

All of the teachers indicated that they were able to plan individualized learning within the group situation, but added that it is still difficult to do so. All have encountered diversity among their learners and all have had Spanish-speaking children in their classes.

One of the striking items from the surveys and focus group was the flattening of the traditional "black/ white" diversity issues that have been predominant in South Carolina. By adding language differences, it seems that the preservice teachers have been able to see and embrace the totality of differences that children and families bring to the schoolhouse door.

Conclusions

The reflections from the experiences of university professors, faculty, and preservice teachers who were involved in this PDS partnership provide the following policy implications for teacher education:

* Preservice teachers need to be in good programs. It is worth the extra work to have your students placed in high-quality settings.

* The overwhelming importance of the quality of the setting and the professional relationships outweigh the costs of having to travel an extra distance.

* All voices must be heard--those of teachers, students, children, parents, administrators, and faculty.

* Professional development relationships take time and require continuity. Programs must constantly be assessed, and that assessment should be used to improve the quality of the programs for all involved.

* Collaboration must be consistent.

* Experiences with a diverse population lead to greater knowledge, understanding, and acceptance of diversity and all that it entails within a school setting.

* All involved in the partnership must be committed to the quality of the overall program and all of the program components. Today's caring professionals must nurture and guide our future "caring and effective" professionals.

References and Resources

Abdal-Haqq, I. (1989). The nature of professional development schools. Washington, DC: ERIC Clearinghouse on Teacher Education (ERIC Document Reproduction Service No. ED 316 548)

Child development and family learning centers, school district of Greenville county. (2001). Dimensions, 21-22.

Clarke, J. (1997). Teaching, research, and service in a professional development school. Phi Delta Kappan, 78(10), 789-792.

Dewey, J. (1974). The relation of theory to practice in education. In R. D. Archambault (Ed.), John Dewey on education: Selected writings. Chicago: University of Chicago Press. (Original work published 1904)

Flexner, A. (1910). Medical education in the United States and Canada: A report to the Carnegie Foundation for the Advancement of Teaching. New York: Carnegie Foundation.

Holmes Group. (1990). Tomorrow's schools: Principles for the design of professional development schools. East Lansing, MI: Author.

Levine, M. (1997). Can professional development schools help us achieve what matters most? Action in Teacher Education, XIX(2), 63-73.

Million, S., & Vare, J. (1997). The collaborative school: A proposal for authentic partnership in a professional development school. Phi Delta Kappan, 78(9), 710-713.

Lara McDonald Hooks and Linda Randolph

Laura McDonald Hooks is Assistant Professor and Linda Randolph is Professor, School of Education, University of South Carolina Spartanburg Spartanburg, South Carolina.