- Does the proposal clearly identify one of the four conference strands
as its focus?
- Does the proposal clearly indicate that the information being
presented is the result of PDS/partnership work?
- Does the presentation team cut across the P-12/College-
University continuum? (All other things being equal, preference will be given to proposals submitted by teams that include representatives
from both the P-12 and College-University communities.)
Teacher Candidate Poster Session Proposals
We also invite teacher candidates to submit proposals for a two-hour poster session that, in recent years, has been one of the biggest highlights of the conference. These poster session proposals do not have to be framed around the concurrent session strands, but can simply be visual demonstrations of any aspect of the candidates work in his/her PDS setting.
Uniting Our Experience and Expertise
Proposal Submissions are closed for the 2017 conference.
Concurrent session proposals will be evaluated using the following criteria:
Strand #1: PDS Structures: Building, Sustaining, and Evaluating the PDS Relationships. What organizational, communication and governance practices have you employed to unite experiences and expertise? What challenges and/or successes have you encountered with these practices?
Strand #2: College/University Preparation Programs: Clinical Practice in P-12 Settings. At the college or university level how have you intentionally designed teacher preparation program(s) to enhance experiences and build expertise? How does your program promote and support on-site clinical practices to build and sustain these experiences and expertise?
Strand #3: Professional Development: Providing Development to Sustain Advancement in Education. How does the community of learners in your PDS identify professional needs and work collaboratively to design professional development experiences that unite experiences and expertise? Are there examples of cross participant professional development within the PDS network (i.e. PDS schools collaborating with each other, university liaisons providing professional development across PDS schools, etc.)
Strand #4: Collaborative Research: Engaging in Collaborative Inquiry to Further the Design of the Profession. What are examples of collaborative inquiry, research, or investigations in your partnership that have advanced social justice in the education profession? What impact has engaging in social justice work advanced the experiences and expertise of stakeholders?