Many partnership sites are now using the co-teaching model to gradually bring interns into the leadership of the classroom. There are a number of successful models for using co-teaching. This facilitated discussion will provide the opportunity for both classroom teachers, and university supervisors to share their own methods of collaboration to provide support for interns and students using one or more co-teaching strategies.
Session Facilitator: Beth White is currently an Elementary Education Clinical Faculty member at the University of South Carolina. She holds an Education Specialist degree from the University of South Carolina. In her 27 years of education she has served as a middle school teacher, literacy coach with the SC Reading Initiative, undergraduate program coordinator for Elementary Education at USC, and consultant to school districts for literacy practices and coaching teachers. As the coordinator she works closely with interns and supervisors on co-teaching. As part of her embedded course work in an elementary school, Beth co-teaches with partner teachers to demonstrate for her students the practices and language they are learning to employ.
CAEP Standard 2
The purpose of this workshop is to provide participants with a brief overview of CAEP’s Standard 2 (Clinical Partnerships and Practice) followed by an in-depth discussion on what constitutes a “quality assessment instrument” or scoring rubric, particularly those that pertain to clinical experiences. These include scoring guides for embedded signature assessments relating to clinical experiences, as well as an internship evaluation rubric. Specifically, the presenter will provide EPP’s information on how to strengthen scoring rubrics, with the ultimate goal of generating quality information on candidates that can be used for continuous improvement.
Session Facilitator:Dr. Lienne Medford is a professor of Teaching & Learning at Clemson University. She is the SPA coordinator for the Association of Middle Level Education and has worked in accreditation for over a decade. She has recently returned from a site visit under the new CAEP standards.
Technology Integration in Classrooms Today
This session is specifically targeted at preservice teacher candidates, interns, and teachers within their first three years. In this session, participants will survey the landscape of technology integration in K-12 classrooms. Together, the group will identify everyday staples for technology integration, such as word processing and publishing to websites; current trends, including teaching and learning online and mobile devices; and very hot topics that are receiving a lot of attention in schools, such as STEM, gaming, and gamification. This interactive session will also provide ample opportunities to ask “What is this?”, “Why would I ever do this?”, and “When should this be done?”
Session Facilitator: Michael M. Grant recently joined the faculty at the University of South Carolina as program coordinator for the Educational Technology program. His research considers how to best help teachers implement technology integration and how students represent their learning with computer technologies in different ways, particularly within project-based learning. Most recently, he has focused on teaching and learning with mobile computing devices.
The Themed Working Groups will occur on the first day of the conference, Thursday February 9, from 12:45-2:45 p.m. immediately preceding the first concurrent session.
There is no additional cost to attend the sessions.
Please read the descriptions and select the working group that best suits your area of interest by completing the interest form, HERE.
Measuring the Success of the PDS Relationship
As stakeholders make decisions to invest valuable resources in Professional Development Schools (PDS), defining and measuring success of the relationship and discussing how measures of that success can be used to support growth and sustainability of the school-university partnership are critical. This facilitated discussion will provide the opportunity for individuals involved in school-university partnerships to share their methods of assessing their PDS relationship and join in a developing collaboration to support school-university partnerships evaluation.
Session Facilitators: Dr. Cindy Van Buren is the Assistant Dean for Accreditation and Professional Preparation at the University of South Carolina. She has been involved with Professional Development Schools since 1996 and works within the USC network to promote the quality of the PDS relationships.
Mrs. Cassandra Paschal is the Principal of Oak Pointe Elementary in Lexington District Five in SC and uses data from PDS work to improve practices in her school.
Dean's and Director's Forum
A perennial favorite, this session is an important time for PDS Leaders to meet and discuss challenges, opportunities, and strategies for using the PDS model to impact student success, teacher preparation, and professional development.
Session Facilitator: Dean Jon Pedersen joined the University of South Carolina College of Education in July of 2016. During Dr. Pedersen’s career his focus has been on promoting interdisciplinary collaborations and partnerships to advance and enhance research and teaching. He is also passionate about developing and mentoring individuals to build team strengths; mobilizing individuals toward a vision for the future and working through partnerships to build on the strengths that each collaborator contributes. In addition to his own scholarship, he is motivated by seeking opportunities to empower those who are inspired by a passion to serve children, youth, families, schools, or communities. Dr. Pedersen has developed and provided leadership for innovative programs for faculty and PK-20.
Best Practices in Clinical Experience
How can colleges and local school districts partner to ensure graduates are prepared for their first year of teaching? This facilitated discussion will dissect and discuss what makes a strong clinical experience. Participants are encouraged to bring best practices from their own partnerships to share.
Session Facilitators: Leigh Martin is the Executive Director of the Office of Field and Clinical Partnerships and Outreach in Clemson University’s College of Education. In this founding role, she provides leadership in the areas of school and agency collaborations and field and clinical experiences.
Pamela Adams is the Middle Level Coordinator in the Office of Clinical Experiences at the University of South Carolina. As a coordinator, she builds relationships with schools and coaching teachers in the Midlands region, works closely with university supervisors to ensure quality supervision and provides support to interns in the middle level program.
Jan Faile is a Clinical Adjunct at Lake Carolina Elementary in Columbia SC and works closely with the University and faculty in making quality placements and supporting the interns in her school.
Revisiting the Nine Essentials
In 2008 the National Association for Professional Development Schools, created a statement of how members defined a PDS. This statement included nine “essentials” : mission, school-university collaboration, professional development, development of innovative practice, research, roles and responsibilities of partners, structure, and resources. This facilitated discussion will re-examine and evaluate those “essentials” ultimately determining if they still describe the essence and work of a PDS, or if they need to be revised.
Session Facilitators: Dr. Sally Catoe has spent 36 years as a professional educator at the elementary, middle school, district, and university levels. She has worked with Professional Development Schools for the past 20 years. She currently directs a K-5 STEM magnet program at North Springs Elementary in Columbia, SC and is the school's PDS Clinical Adjunct.
Paul Chaplin has 42 years of professional education experience at the elementary and university level. He has worked with the PDS school initiative for 26 years at the local, state and national level. He is currently a clinical senior Instructor in the College of Education at the University of South Carolina.
This year the PDS Conference is excited to introduce Themed Working Groups. A working group is a collection of individuals that come together to achieve a stated objective. These working groups will allow conference participants to spend several hours on a theme of interest and to walk away with actionable items that can be used in their work going forward.