Resiliency in a Professional Development School.

Abstract

A Professional Development School (PDS) is an innovative approach to preparing K-12 teachers. The success of a PDS is determined by how well it creates and maintains systems designed to foster supportive environments in the face of increased pressure from internal and external factors. The development, implementation, and experiences of a site-based PDS focusing on creating teacher-leaders are documented. Resiliency is needed in both pre-service teachers as well as in institutional systems of a PDS in order to meet K-16 student learning and professional development needs.

CLASS PDS

Based on the Holmes Group Report (1990 and 1995) and John Goodlad's (1990) model of teacher preparation, the CLASS (Collaborative Learning And Student Success) PDS is a nine-semester, site-based pre-service education program. Its fundamental beliefs and processes reflect the quantitative and qualitative research findings that support improved teacher quality (Bondy, E., 1999; Carnes, N. & Schwager, S., 2000; Koehnecke, D. S., 2001; Levine, M., 2002; Odland, J. 2002; Ross, D., 2002; Utley, B. L., Basile, C. G., Rhodes, L. K., 2003; Neapolitan, J.E., 2004; Hooks, L. M. & Randolph, L., 2004; Ventimiglia, L. & Reed, T., 2004; Leonard, J., Lovclace-Taylor, K., Sandord-Deschields, J., & Spearman, P., 2004). These sources also support a general concept of teacher quality:

* Provide a context for continuous, embedded learning by preservice interns, inservice teachers and higher education faculty.

* Support the process for change, data driven decision-making, and collaborative planning and professional development.

* Upgrade the content mastery of all educators.

The students work with mentor teachers,-site coordinators, and university faculty while concentrating on an interdisciplinary major field of study. Upon completion of nine semesters, the graduate receives a Bachelor of Science Degree, Kindergarten to eight-grade certification, and approximately 36 graduate credits towards a Master's degree.

The process of learning within the PDS provides for simultaneous renewal among all stakeholders. The renewal allows each participant to re-examine his or her commitment to teaching by focusing on effective pedagogy and content knowledge. The mentoring process challenges in-service teachers as well, while university faculty work together outside of the traditional departmental barriers to provide experiences and applied research leading to effective models of instruction in higher education.

Context: Resiliency for Students and PDS Programs

The CLASS PDS is an eight-year partnership between the University of Southern Maine Lewiston-Auburn College and the Auburn, Maine School District. It has focused on developing resiliency for both students and the program. By definition, resiliency is the ability of participants to overcome challenges presented by a PDS and sustain high quality teacher training throughout their matriculation in the program as well as the ability to maintain a high degree or organizational support and "buy-in" required for the successful maintenance of a PDS model. The CLASS program prepares pre-service educators from a community considered the largest concentration of poverty in the Maine. Murrell (1998) made the point that the different needs of the district school, particularly those of socio-economic differences, must be considered in setting up and maintaining a PDS partnership. The CLASS program has undertaken substantial assessment and auditing of the level and quality of need and expertise within the K-16 community. Clark (1997) reviewed potential systems and strategies for the options of specific policy and accompanying financial arrangements that ultimately should occur in the partial "marriage" of two institutions: one K-12 and one post-secondary. In the first step to promoting resiliency, the CLASS program provides resources, financial and personnel, which meet the socio-economic needs of the school district. The participation of the district is sustained by various forms of compensation for the stakeholders, both monetary and in-kind, such as stipends for mentors, classrooms for preservice Learning to Teach (e.g., "methods") classes, workshops for inservice teachers by college faculty, etc.

The process of learning with mentor teachers, coordinators, pre-service students, and university faculty provides for simultaneous renewal of one's professional knowledge and methodology (Keiser, 2005; Goodlad, 1984). In a small, interdisciplinary campus such as University of Southern Maine: Lewiston/Auburn, the university faculty works without the traditional departmental barriers. Due to its size and conscious design, the university provides a teaching process which researches and practices pedagogy leading to effective models of instruction in arts and sciences and professional programs beyond teacher education.

The main goals for a PDS, according to Abdal-Haqq (1998), include 1) to provide the best preservice education; 2) to provide the best in-service professional development; 3) to use "reflective inquiry" and action research for continuous improvement in pre-service and in-service education, and, 4) to focus resources on K-16 student outcomes. CLASS faculty provide flee, in-service workshops to their PDS partner schools and assist the local district in curriculum, instructional, and leadership decisions. Abdal-Haqq (1998) insists that if a PDS is not improving the curriculum, instruction, school climate, and student outcomes for all subgroups of K-16 students then the PDS is not living up to the promise of the model. The ways in which a more "mature" PDS could have positive impact on student learning results is still being documented (Teitel, 2004; Teitel and Abdal-Haqq, 2000). Nonetheless, the CLASS PDS is incorporating elements such as ongoing evaluation, systemic support, and continual quality change as examples of the efficacy of the PDS model (Tichenor, Heins, Dewalt, 2005). The CLASS program exemplifies each of these elements through its admission process, retention procedures and systemic processes.

Admission Process & Retention Procedures

The CLASS PDS admission and retention procedures are different due to the nature of the students at USM-LA. Most are non-traditional students (average age 31 and largely female) matriculating for the first time after leaving previous careers or starting families. In order for the program to reach these potential students, Open Houses and informational meetings supplement the high school visit normally done for traditional students. The student services office has guidelines and procedures to better identify possible applicants for the CLASS program. The admission process includes an application and an extensive interview that includes CLASS PDS administrators, mentor and partner teachers, current CLASS students, and college faculty. This phase allows both the interviewee and interview committee to make sure it is a good "fit" for both, and to insure that the potential student is aware of the rigorous nature of the program and to gauge whether the student is capable of completing the program. This step allows applicants to see the difference between a PDS and traditional K-8 teacher education programs.

Those admitted into the program develop the resiliency and stamina necessary for success within a student cohort. This is considered one of the major areas of support for students to matriculate and complete the program successfully. It also allows the non-traditional student to work alongside his or her peers and with traditional students creating a dynamic synergy of community. Students take courses together, study together, and establish social connections, which furthers their sense of well-being. The cohort model also allows students wishing to take a leave to return into another cohort. Many non-traditional students find this beneficial as they wish to complete college on a part-time basis. Although they re-enter into a new cohort, its community relationship and positive nature fosters growth and support, and, in terms, helps to support student retention.

Another important aspect in retaining students is assigning mentor teachers to each of the students. Mentor teachers complete extensive education in the philosophy and implementation of a PDS. Depending on the particular level of the student, the mentor acts as the primary professional guide in assisting the student to discover the nature of schools, learn to teach content areas, and finally to teach as a resident intern in the classroom. A highly functional relationship between the mentor and the student is critical for the success of the student. Students change mentors every semester because they learn best through different experiences and with various teaching professionals. Since all mentor teachers understand and practice the elements of the PDS model, students benefit from working with several mentors.

Processes Supporting Resiliency

The CLASS program is a comprehensive and rigorous model intended for part-time and full-time students with a strong interest in teaching at the elementary and middle school levels. To enhance resiliency within the system, the program recruits the most highly qualified students who exhibit commitment to becoming teacher-leaders and influential educators within the communities they serve, the school cultures they enter, and the children they teach. The development of leadership is explicit in the program curricula, instruction, and assessments. In-service teachers are challenged to be better leaders by the mentoring process, as well, which provides opportunities to improve in-service content knowledge and teaching practices.

Regardless of the academic major (chosen from among four, interdisciplinary choices) all preservice students study statistics, algebra, problem solving, biology, chemistry, and physics to better prepare them in teaching mathematics and science. In addition to providing students with a strong liberal arts background ['or subject matter preparation, CLASS also immerses students in professional coursework and field experiences starting the first semester. Team building in the cohorts begins before the first day of college classes through summer orientation. Students develop and perform required service learning and action research projects, further enriching their theoretical and practical knowledge. By being fully part of the school district from the beginning and studying appropriate subject matter, the student acquires the experience required in achieving his or her goal of becoming a successful educator. Each of these processes provides support for the students as they lace the challenges of teacher education.

The CLASS PDS program has built an intensive and supportive community where each of the participants understands the crucial responsibility of preparing students to become teacher-leaders. The collaborative partnership infrastructure is comprised of the USM:L/A and Auburn School District administration and faculty, and the partner schools: Sherwood Heights Elementary School and Auburn Middle School. In each of these settings, the administrative support and belief in the professional development school model are essential for success in fostering and strengthening the PDS. CLASS faculty maintains a continuous presence in the school and district buildings and assists with professional development planning and delivery, and a single faculty advisor contact for CLASS students across Bachelor majors is now instituted.

As the CLASS PDS program progresses towards an advanced partnership, it continues to develop a structure of activities and strategies that help the entire community to support the students. Open and regular communication, meetings, reflections, and discussions facilitate the goal of providing many opportunities for students, mentor teachers, and college faculty to grow continually as teaching professionals. The following are some examples of the activities or processes developed to enhance joint professional development and student learning goals.

1. Summer Orientation: In order to build a supportive group of learners, each new cohort of students participates in community building exercises and meets with school and college personnel as well with students presently in the program in existing cohorts.

2. End of Semester Seminar: At the end of each semester, all of the cohorts get together with mentors, school and college faculty, and CLASS PDS graduates, to celebrate their accomplishments and to share their work. This inspires and educates newer students.

3. Monthly Mentor Meetings: At each of the partner schools, monthly mentor meetings occur to discuss issues, provide professional development, and to share their perspectives with each other and with the program administrators and faculty. These important community-building events also provide potential mentors a forum to discover the benefits of the professional development school.

4. Program Steering Committee Meetings: The Program Steering Committee, with an equal representation of all partners, meets to discuss and work on significant issues such as continued support and funding, articulation and implementation of the agreement between the school district and the university, discussions on program changes, and sources of professional development for all of the program' s participants.

5. Weekly CLASS PDS meetings focusing on student issues, school-college relations, and regular up-dating and improvement of curriculum, policies, and practices.

Meaningful Change

Reflection is a hallmark of quality preparation and professional development of teachers. As students learn to teach, those who prepare teachers need to plan opportunities for reflection in the most effective programs. Beginning in the first semester, CLASS provides extensive opportunities for reflection. This opportunity provides a wealth of experiences that will create teacher-leaders who rely upon and demand similarly appropriate reflection opportunities as in-service teachers to inform their teaching. The secret to a highly functioning PDS is a fully invested college and university partner with a school district whose relationship is cemented with a formal contract. Change theory (Fullan, 2001) suggests that no matter how "grassroots" the development and support for systemic change in an organization may be, visible and authentic support must come from the top administrators or managers in the organization. This is particularly challenging with a PDS, where the focus is on a level relationship between two organizational cultures. The importance of having the active and regular involvement of the top decision-makers in both K-12 and higher education organizations on the Steering Committee cannot be underestimated. The commitment and active participation of organizational leaders makes the partnership effective and resilient to the many challenges, pressures, and changes in both "sides" of the institutional partnership.

Results and Trends

Since implementing these processes, the CLASS program has seen a rise in the percentage of students completing the requirements for teacher certification. In the first two years of the program, fifteen and twelve percent of the students graduated. In the past two years, up to forty percent acquired their certificate. Statistics also indicate an increase in the number of students remaining after the first semester, traditionally a time of transition for all students. During the first two years, twenty-three percent and fifty-eight percent left the program during the first semester. In the past two years, the number of students leaving the program decreased to thirteen percent and zero percent. The trend in the increase of numbers support continuing focus on creating sustaining environments for students. Conferences and evaluations also report greater satisfaction with the program from all participants including students, mentors, and administrators.

Conclusion

In adhering to its mission of fostering teacher-leaders, the CLASS PDS program provides support in preparing future educators. This support begins at the recruitment and admission stages and continues through graduation and certification. Presently, four graduating classes have entered the teaching profession with one hundred percent employment. Retention rates for matriculating students continue to rise as the program responds to the students' needs and goals. By implementing and continually updating the processes in place, the CLASS program fosters a supportive environment while maintaining a vigorous course of studies that has increased retention and enhanced the marketability and ensured the long-term success of its graduating teacher-leaders. Future plans include increased data gathering and analysis to monitor the continued success of the students and to study the effectiveness of the graduates in the teaching field.

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Paul G. Caron, University of Southern Maine

Christy Hammer, University of Southern Maine

William (Bumper) White, University of Southern Maine

Caron, Ph.D., is an Assistant Professor in Mathematics and Science Education; Hammer, Ph.D., is an Associate Professor in Social and Behavioral Sciences and Education, and, White, Ed.D., is an Associate Professor and Director of the CLASS PDS teacher preparation program.