increasing the odds: strategies for building successful productive pds
DESCRIPTION
Increasing the odds: Strategies for building successful productive PDS. Dennis Pataniczek, PhD, Carol Wood, PhD, & Stacie Siers, MEd Salisbury University. Introductions. 36 School Partners in 8 counties. Who are we? Where are we from. COLLABORATE. How do we begin? EVALUATE the need - PowerPoint PPT PresentationTRANSCRIPT
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Increasing the odds: Strategies for building successful productive PDS
Dennis Pataniczek, PhD, Carol Wood, PhD,& Stacie Siers, MEd
Salisbury University
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INTRODUCTIONS Who are we? Where are we from
36 School Partners in 8 counties
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COLLABORATE How do we begin?
EVALUATE the need COMMUNICATE with ALL SOLICITATE feedback UPDATE stakeholders GENERATE consensus ACTIVATE new
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EVALUATE AND UPDATE Anecdotal evidence
Candidates Faculty School partners
Annual data collection “New” reporting
requirements Results of an accreditation
report
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COMMUNICATE CHANGEEvaluate
Draft changesGather feedback
Adjust draft
Feedback then activate Candidates
Faculty
School Partners
Employers
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SOLICIT INPUT
Candidates
Faculty and curriculum groups
Professional Development School Council
Local School System Partners
Who’s holding th
e cards?
Accreditors
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THE CANDIDATES The Challenge:
What kind of feedback Evaluation of Mentors and Supervisors Evaluation of School Site Evaluation of Program Satisfaction
Exit Alumni
Pay off: Candidate feedback CAN improve programs
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THE FACULTY (11 INITIAL PROGRAMS)
The Challenge: Creating a culture of
Collaboration (University and School faculty are under different DEMANDS)
Providing enough evidence to convince faculty to MODIFY programs
The Pay off: Collaboration between faculty
and the public schools strengthens programs and promotes buy-in
Programs can CHANGE
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SCHOOL PARTNERS (RPDS COUNCIL/LSS)
The Challenge: 2 to 3 meetings/year membership can be a revolving
door The Pay Off:
Stakeholder feedback provides input for changes in programs
Collaborative relationships are strengthened when input is requested and changes are made
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THE ACCREDITORS: (STATE AND NATIONAL)
The Challenge: Requirements and processes
are EVER changing The Pay Off:
Close communication with these groups keeps our programs strong and on TARGET
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ASSESSMENT STRATEGIES The Challenge:
FrequencyOutcomes RepetitionMultiples
The Payoff: Data driven decision making
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DATA SOURCES The Candidates
Exit information The Faculty
Annual program feedback from multiple sources
The Council Clinical Field Experience
Expectations (Methods courses) “Top 10”
Local School System Access to resources & special
services for our candidates The Employers
Satisfaction
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THE QUESTION- HOW EFFECTIVELY DO CANDIDATES ADAPT INSTRUCTION AND ADJUST INSTRUCTION FOR ALL LEARNERS?
Adap
t Instr
uction
Adjus
t Lea
rning
0
1
2
3
4Program ExitAlumniEmployer
Very well prepared = 4, well prepared = 3, prepared = 2, somewhat prepared = 1, not prepared = 0
TARGETED FOR IMPROVEMENT ACROSS ALL PROGRAMS IN THE UNIT
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THE QUESTION- HOW DOES THE UNIT ENSURE THAT TEACHER CANDIDATES HAVE OPPORTUNITIES TO COLLABORATIVELY PLAN AND TEACH WITH SPECIALIZED RESOURCE PERSONNEL?
The Results Over the last three years 55.56% of candidates reported
that he/she reviewed and IEP with the mentor teacher
The Council indicated in the “TOP 10” that candidates needed more “Familiarity with Special Ed/ IEP/ 504”
Faculty were given the task to improve the opportunities for candidates in their program to gain more knowledge about IEPs/504s/ Faculty targeted specific courses to build assignments with
outcomes related to IEPs
Local School System group strategized solutions to improving candidate access to IEPs within their schools