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Innovative Professional Development School Proposal to Increase Best Practices and Learner Outcomes for the Bancroft Special Education School Pete Di Pol Northeastern University
Margaret Bancroft – Founder and School Teacher of the Bancroft School
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INNOVATIVE PROFESSIONAL DEVELOPMENT APPROACH
The Bancroft School is a New Jersey Department of Education Approved Private School for students with disabilities, which was founded in 1883. The main campus is located in Haddonfield, New Jersey and serves students with Intellectual Disabilities and Autism. There are currently 220 students enrolled at the Haddonfield campus. The way in which learning is valued and perceived in any organization is a very important aspect for organizational success; especially within an organization that is serving others such as the non-profit school Bancroft. The realm of learning is valued and perceived to be extremely important within Bancroft and the culture of learning is constantly being addressed on a consistent basis. The realm of learning here at Bancroft is strong and is at every part of the organization; from top administration to the students we serve. One particular area of strength here at Bancroft is offering professional development opportunities to our staff; professional development for employees is often utilized and places an emphasis on learning new skills or enhancing the ones that an individual may already have acquired or possesses. Also, a high regard for learning is placed on our students as our professionals formulate a variety of differentiated instructional practices to meet the needs of each individual learner at our school. Another aspect where our organization puts learning to the forefront is by offering courses to employees on our school campus with partnerships with Temple University, Rowan University, and Camden County College. These courses that are offered usually focus on teaching practices, sign language, and developmental disabilities as well as a variety of other
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educational topics to help enhance the skill set and promote life- long learning of the employees within the Bancroft organization. The aspect of learning within the Bancroft organization directly correlates to the strategies that have been established to promote the growth and knowledge of our students as well as the enhancement of skill set of staff members. The organization tries to focus on person-centered and outcomes based learning which occurs through a variety of learning strategies. The program has instituted learning programs which help students acquire the academic, social, behavioral, social, and adaptive skills they need. The strategies or features that have been utilized for our persons served involve communitybased instruction, integrated related services into the curriculum, and classes such as adaptive physical education, music, art classes, skills training, developmental and functional academic skills, social skills instruction, employment readiness skills, family life skills, as well as vocational training. The school also has transition programs in place which provides vocational training and job placement opportunities for students with developmental disabilities and other neurological impairments. This aspect ties into the organization’s strategy of promoting life-long learning and fulfillment of the individuals we serve; the strategies used in this specific area to promote learning and growth is a curriculum which focuses on the job seeking skills as well as job retention skills. The Bancroft school also has a transition program at a local community college for the higher functioning students and vocational training; as well as employment opportunities with the assistance of job coaches to ensure smooth transition. However, with all of this we are
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always looking at ways to enhance Bancroft in the form of collaboration and true learning communities for our entire faculty. The strategies to enhance learning of staff members is provided in the form of offering professional development opportunities but a new innovative push to the Professional Development School model combined with a focus on job-embedded learning will only enhance employee learning. These new strategies to ultimately enhance collaboration and team work will also enhance staff learning and job-embedded training opportunities which will propel the organization into a true learning community based on the strategies of the organization and in line with our long term strategic plan. The professional development community that Bancroft should implement is known as a PDS – Professional Development School; in reality Bancroft needs a shift from a relaxed professional development community to a Professional Development School. The PDS is a sound innovative professional development program which will enact positive change in teaching and student learning. What is a Professional Development School? Professional development schools (PDSs) are innovative institutions formed through partnerships between professional education programs and P–12 schools. PDS partnerships have a four-fold mission:
the preparation of new teachers,
faculty development,
inquiry directed at the improvement of practice, and
enhanced student achievement.
PDSs improve both the quality of teaching and student learning. PDSs are often compared to teaching hospitals, which are also hybrid institutions created in the early twentieth century. As practicing professions, both teaching and medicine require a sound
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academic program and intense clinical preparation. The teaching hospital was designed to provide such clinical preparation for medical students and interns; PDSs serve the same function for teacher candidates and in-service faculty. Both settings provide support for professional learning in a real-world setting in which practice takes place. Sourcehttp://www.ncate.org/Accreditation/AllAccreditationResources/ProfessionalDevelopmentSchool s/tabid/497/Default.aspx
Why are PDS’s Important? Professional Development Schools are devoted to improving student learning. The preparation of teacher candidates, professional development for practicing teachers, and research helps all students learn. Students benefit because the knowledge, skills, and resources of both university and school are focused on meeting their needs. Students also benefit from teacher interns, mentor teachers, and university faculty who play active roles in the PDS setting. PDSs are extremely important in enhancing teacher quality and student achievement in urban schools with high needs populations. PDSs serve as models of good practice for the broader community –demonstrating how collegiality, inquiry, and accountability can benefit students in all schools. Finally, PDSs prepare teachers better. These more qualified teachers go on to teach children in non-PDS schools. Sourcehttp://www.ncate.org/Accreditation/AllAccreditationResources/ProfessionalDevelopmentSchool s/tabid/497/Default.aspx
More in-depth - It is an organizational innovation that had been orchestrated for the sole and complete purpose of enhancing and establishing schools that are able to enhance student learning (Lick, D & Mullen, 1999). The PDS can take place in any school and usually will involve in having a contractual agreement or partnership with an educational department of a college or University which will serve as the core for field research and best practices in education (Lick, D & Mullen, 1999). This can be a great asset for all involved. The college students and professors get to conduct research in best practices for education while having a sound partnership with our
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school here at Bancroft. It also helps in the preparation of future teacher candidates. Our schools and our teachers and administrators have the opportunity to have a working relationship with the college to help enhance their leadership and instructional approaches within the school setting. The goal of this program is to ensure that teachers are professionally prepared beyond their time in a teacher preparation program; they received adequate faculty development, and the inquiry of improved practice (NCATE, 2001). All of this will lead to much improved educational practices and student learning. The PDS approach is and can be a great asset to guide the professional development program within the Bancroft schools and ultimately have a substantial impact on student learning. This in a sense would become a renewal of our Bancroft professional development program as well as a great partnership for a local university or college. The sole belief of the core of this is the ideology that if change in the school is going to take place it must involve a collaborative relationship between our school and the college or University which we are partnered up with. There are three principles for creating the change in teacher education and preparation programs. The first course of action is that participants must agree that they are in a partnership which is created to challenge long-held beliefs and assumptions about their own and each other’s teaching and learning (Goodlad, J & McMaddon, 2004). The second realization is that all involved in the partnership are working together to raise questions on theory and practice (Goodlad, J & McMaddon, 2004). The finals aspect of PDS and agreement between participants is the ability to go about their work together and differently (Goodlad, J & McMaddon, 2004). These three concepts if tackled with commitment and understanding will take all involved to a heightened
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level of educational expertise. Not only will it lead to educational expertise but educational discovery which in turn will help our students reach their potential in the long run. This first principle or course of action really challenges teachers and their long term ideologies that they have embraced in their instructional methods and perhaps their teaching styles. This principle forces the individuals within a group to really examine and question their teaching and analyze all practices in regards to their approach of education. This partnership in which it is a group effort can provide much needed feedback and self-exploration in the field of education as well as group exploration. It is a strong vehicle in which educators can “examine their work, challenge their assumptions and beliefs, and institute changes in their cultural guides for action (Goodlad, J & McMaddon, 2004)�. The second principle or focus of the PDS is to ensure that questions about educational practice and theory are being raised collectively. In this process the educators are looking at how they engage students in the learning process and how they carry out their educational practices. It is here that educators dive deeply into their core beliefs in educational practices and really begin to analyze them to see what adjustments need to be made in regards to their educational practices. This is done with the assistance and feedback of group members and can be quite beneficial to all involved. This set up helps the student teacher as well as the veteran teacher so that they can understand exactly what they are doing as a teacher and if students are meeting the learning outcomes that they should be meeting. In a PDS survey of hundreds of participants they felt that the partnership had increased their reflection on teaching and learning (Goodlad, J & McMaddon, 2004). This particular aspect of professional development in a learning school such as this can be quite valuable if all parties buy into it.
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The final principle of this particular PDS model is where the participants must go and begin to work together and also differently. It sounds confusing but in reality it is not; it makes perfect sense. It is here that learning is advocated as well as challenging current practices and exploring the possibility of enacting countervailing theories that may emerge (Goodlad, J & McMaddon, 2004). I see the overall process of PDS and its principles as opportunities for all in Bancroft to grow on a consistent basis as well as to ensure that best practices are being achieved and met. Many times things in the classroom are working and sometimes they are not. This approach allows for the educator and their group to analyze and make adjustments to what is needed in the classroom or in our school. The PDS model is a sound innovative educational approach and will surely help Bancroft with professional development, enhance our teacher instructional approaches, as well ensure our students are meeting important learning outcomes. In an effort to improve classroom instruction and overall educational collaboration, Bancroft School needs to seek the assistance from the Special Education Department and, as appropriate, other departments in the School of Education at Rowan University in the following areas so we can move forward with our Professional Development Program here at Bancroft in the following areas: 1. Curriculum Development - In September 2012, Bancroft School initiated comprehensive process to review and update all areas of the curriculum. Two instructional subjects will be reviewed each year with an anticipated completion date of September 2015. For the 2012-2013 school year, the Language Arts/Literacy and Social Skills curriculum are being reviewed. In the 2013-2014 school year, the Mathematics and Vocational
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curriculum will be reviewed. As we progress through the review of each curriculum, Bancroft School can proceed in seeking a consultant from Rowan University to assist in the process and serve as an advisor to each curriculum committee. The area of immediate concern with regard to the curriculum review process is for assistance in developing and implementing a Language Arts/Communication curriculum for non-readers at all age and grade levels.
2. Instructional Strategies - Because of the diversity in skill and ability level of students, classroom teachers need to employ a wide range of instructional strategies and techniques. While teachers currently use a modified Applied Behavior Analysis (ABA) approach, this has limited applicability and success. We are seeking assistance in training teachers in other instructional strategies appropriate for the age and ability level of the students. Such instructional strategies may include, but are not limited to, differentiated instruction, project-based instruction, community-based instruction and brain-based learning. While training in any of these areas might begin with a workshop or series of workshops, we consider it essential that there be follow-up with the teachers in a variety of forums such as, classroom observation, small group discussions, model teaching, etc., in order to assure that teachers are applying strategies correctly.
3. Program Evaluation - In an ongoing effort to evaluate and improve the overall education that the Bancroft School offers to its students, we are seeking assistance on a consultant basis to participate in this program evaluation process.
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4. Paraprofessional Training - Bancroft School employs a large number of classroom assistants and individual student aides. Both in the initial training of the staff and through an annual recertification process, basic training are provided. However, there is a need to focus on training for staff to effectively reinforce instruction and function as an effective member of a classroom team. We are seeking assistance from Rowan University in providing this training for our staff.
5. Research Database - In our efforts to evaluate our programs, revise curriculum and update classroom instruction, we would like to utilize current research. While we receive some professional publications, they do not enable us to conduct a comprehensive literature search. If there is a means for Bancroft to access a database that the Education Department at Rowan University has available, either directly by Bancroft staff or indirectly through a Rowan University consultant, this would give us current data and research to guide our curriculum and instructional practices.
6. Additional Areas - There are two additional areas in which Bancroft School currently has committed time, effort and resources in support of student instruction and would like to receive feedback from Rowan University. They are: a.
Instructional and Assistive Technology
b.
Electronic data collection
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Why Rowan University to assist us in this learning model?
Rowan University’s take on the PDS Model
What are Professional Development Schools? Professional Development Schools (PDS) are innovative institutions formed through partnerships between colleges of schools of education and P-12 schools. Their mission is professional preparation of teacher candidates, faculty development, inquiry directed at the improvement of practice, and enhanced student learning (NCATE: Standards for Professional Development Schools). These schools are more than sites for field placements for teacher candidates. A PDS is an environment in which university students, faculty liaisons, classroom teachers, and students in the schools can engage in long-term, on-going research-based initiatives that benefit all members in the learning community. Source: http://www.rowan.edu/colleges/education/outreach/pds/
Rowan engages in PDS partnerships to reflect a commitment to nurturing and sustaining close connections between P-12 schools and higher education. Their partnerships embrace four cornerstones: 1. Varied forms of initial teacher preparation, such as clinical practice, field placements, and on-site coursework; 2. Multiple opportunities for teachers to engage in continuing professional development by working with university faculty members; 3. Efforts to increase all students’ learning;
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4. Research into teaching and learning for the purpose of improving both (National Council for the Accreditation of Teacher Education, 2001). Source: retrieved at http://www.rowan.edu/colleges/education/outreach/pds/ on July 17, 2012
Why do Professional Development Schools Matter? Rowan engages in PDS partnerships to reflect our commitment to nurturing and sustaining close connections between P-12 schools and higher education. Our partnerships focus on four cornerstones of teacher preparation and ongoing professional development:
Pre-service: Varied forms of initial teacher preparation, such as clinical practice, field placements, and on-site coursework; In-service: Multiple opportunities for teachers to engage in continuing professional development by working with university faculty members; Student Learning: Efforts to increase all students’ learning; Research: Research into teaching and learning for the purpose of improving both (National Council for the Accreditation of Teacher Education, 2001). Source: http://www.rowan.edu/colleges/education/outreach/pds/
It is through the help of Rowan University that we will be able to develop the PDS. The areas or teams that need to be developed with the assistance of Rowan University will be: 1.
Interdisciplinary teams
2. Department Team – Elementary and Secondary 3. Skill based teams – Functional, Transitional, and Developmental 4. Whole School 5. Clinical Teams 6. Technology Teams 7. Curriculum Teams 8. Research Teams 9. Para-professional teams
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Any assistance that Rowan University staff may be able to provide in these areas would be most helpful in establishing effective practices for staff and students. As Bancroft moves into the future and continues to develop its vital strategic plan; the innovative establishment of the PDS model and the assistance of Rowan University will put us to the forefront of private educational providers and will surely help Bancroft with professional development, enhance our teacher instructional approaches, as well ensure our students are meeting important learning outcomes. This joint venture between Rowan University and Bancroft will provide great dividends for all parties involved in the realm of education.
How it works? The PDS Network includes administrators and teachers from all our partner schools, university faculty PDS liaisons, university administrators, and teacher candidates involved in PDSs. At our monthly PDS Council meetings, we focus on topics of current interest to our PDS work, new areas of study/research, and opportunities to share new learning with others, with the goal of supporting one another as we engage in the teaching and learning process.
What is the role of the Rowan PDS liaison?
A Rowan Professional Development liaison is a university faculty member who serves as a Professor in Residence (PIR) at the specific partner school to which he/she is assigned.
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Regular, on-site visits at least 1-2 days each week occur at their partner P-12 school. Their responsibilities include: •
Working with school leaders to plan and implement professional development to meet the schools’ needs and conduct action research projects;
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Working collaboratively with school staff to improve instructional practice and enhance student learning;
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Providing supervision and mentoring to Rowan teacher candidates in their field experiences;
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Attending PDS Council meetings.
What is the role of the PDS site coordinator?
A Professional Development School site coordinator is a school-based staff member who facilitates PDS activities. Their responsibilities may include: •
Working with the school principal and Rowan liaison to set annual PDS goals and to make placements for field experiences;
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Providing assistance to teacher candidates regarding local expectations and school culture;
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Disseminating information about PDS conference opportunities; networking meetings as well as sharing the information that comes from those meetings to all teachers;
•
Attending PDS Council meetings.
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How do teacher candidates benefit from a PDS field experience? A placement at a Professional Development School assures teacher candidates will •
Observe and experience best practices in action;
•
Actively participate in a learning community environment;
•
Receive extensive support from university faculty, teachers, and staff in the PDS community;
•
Are invited to attend and actively participate in PDS Council meetings.
Source: http://www.rowan.edu/colleges/education/outreach/pds/network.html
The innovative approach of a Professional Development School embraced by the Bancroft School combined with the assistance of Rowan University can push this private school into the forefront of special education providers in the State of New Jersey. Ultimately, Bancroft becoming a true professional development school could potentially have a lasting impact on the way in which k-12 schools in New Jersey handle professional development with working relationships with colleges and universities within the state.
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References Goodlad, J & McMaddon, T. (2004). The Teaching Career. New York, New York: Teachers College Press. Lick, D & Mullen, C. (1999). New Directions in Mentoring (1st ed.). New York, New York: Routledge . NCATE. (2001). Standards for Professional Preparation Programs. Retrieved from http://www.naeyc.org/ncate/standards on June 18, 2010
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U.S. Department of Education. (2010). No Child Left Behind Act (2001). In No Child Left Behind. Retrieved June 23, 2010 from http://www2.ed.gov/policy/elsec/guid/states/index.htm
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