R&L Education
Pages: 188
Trim: 6¼ x 9⅜
978-1-61048-905-8 • Hardback • September 2013 • $87.00 • (£67.00)
978-1-61048-906-5 • Paperback • September 2013 • $50.00 • (£38.00)
978-1-61048-907-2 • eBook • September 2013 • $47.50 • (£37.00)
Dr. Lourdes Zaragoza Mitchel has wide experiences and expertise as a teacher educator, administrator, consultant, researcher and author in both urban and suburban institutions of learning. Her work has led her to specialize in the preparation of teachers across the continuum of a teachers life, novice-expert, and advancing the agenda of clinical practices through the Professional Development School (PDS).
PART I – COMING TOGETHER
Chapter 1Prologue: Accountability in the Classroom
Chapter 2Creating Partnerships
Protocol #1: Getting Started—Governance and Leadership
Protocol #2: Memorandum of Understanding
Protocol #3: Creating a Purpose, Vision, and Mission
Protocol #4: Formal and Informal Roles and Responsibilities
Protocol #5: Developing a Trusting Relationship
Protocol #6: Discovering Benefits
PART II – WORKING TOGETHER
Chapter 3Teaching for AllProtocol #7: Dialogue as a Process: Portrait of a Teacher
Protocol #8: Visioning the PDSProtocol #9: Open Space—Is Teaching a Moral Activity?
Protocol #10: Think Tanks
Protocol #11: Self-Study
Protocol #12: Celebration of Teaching and Learning
Chapter 4Building Capacity
Protocol #13: Communities of Practice
Chapter 5Creating Structures
Protocol #14: Apprenticeship Phase 1Protocol #15: Learning Together—Teacher Candidates and Their Mentors
Protocol #16: Aligning Clinical Experience and Coursework
Protocol #17: Mentor Orientation and Selection Process
Protocol #18: Teacher Candidate Selection and Orientation
Chapter 6Clinical Practices
Protocol #19: Reflective Sessions for Mentors and Teacher Candidates
Protocol #20: Reflective Sessions
Protocol #21: Journal Writing
Protocol #22: Co-Planning and Co-TeachingProtocol #23: On-Site Methods Courses—Teachers
and Teacher Candidates Learning Together
Protocol #24: The Teaching Clinic
Protocol #25: Creating a Culturally Responsive Teaching Unit
Protocol #26: Authors’ Institute: Improving Writing Instruction
Through Teachers’ Writing
PART III – STAYING TOGETHER
Chapter 7Sustainability
Protocol #27: Questions and Answers (Q&A)
Protocol #28: Revisiting the Mission and Goals
Protocol #29: Participation in Governance as Decision Makers
Protocol #30: Creating Expert Demonstration Schools
Protocol #31: Action Plans Evolve From Inquiry
Protocol #32: Action Research Through Course Redesign
Protocol #33: Monthly Governance Meetings as Work Sessions
Chapter 8Creating a Culture of Inquiry
Chapter 9Outcomes
References
The literature on preparing and sustaining quality teachers has suggested that to be successful, teacher preparation and development require mutual collaboration between partners; often a school district and a university teacher-preparation program. The partners must create environments in schools and in university classrooms that can be used as a clinical sites dedicated to best practices. This book draws on scholarly research as well as the author's own professional experience to give educators a process for designing and sustaining a Professional Development School partnership.
— Seton Hall
“Come together”. “Work together”, and “Stay together” in a place where everyone teaches and everyone learns. That place is a professional development school. Dr. Lourdes Mitchell draws on her deep understanding of teacher development and knowledge of university and school partnerships to provide a “how to” manual for developing and sustaining quality professional development schools. The book is comprehensive, practical, and blends research and practical applied examples of what worked and what didn’t work in the process of developing three very different professional development schools. Everyone Teaches and Everyone Learns: The Professional Development School Way is both functional and inspirational. The writer so aptly describes the benefits of the professional development school collaboration for academic achievement of K-12 students: but, it is also clear that the university school partnerships were able to raise the self-esteem and public esteem of teachers so that teachers would expand themselves as professionals who are valued and respected and open to new ways of learning research-based ideas.
— Evelyn Perry, Ed.D., president, National Association for Professional Development Schools
Even with my familiarity and connection to the PDS agenda and goals, the book made me THINK! It brought LIFE to a complex subject.
— Lori Moonan, PDS Coordinator,Brookside Place, Hillside, Bloomingdale and Livingston Ave PDS Schools, Cranford, New Jersey
This book is unique in that it offers both the research and practical application. It has achieved a balance of professional and personal. It is both research-based and a handbook. It is a how-to and a memoir. It is the “Big Picture” (defining PDS and establishing a living and working authentic partnership with goals and assessments) and the “Smallest Details” (MOU, sequence of a think tank, partnership agreement).
— Deanne Opatosky, teacher and literacy coach, BDO Consultants, Manasquan, New Jersey
As university professors we are engaged in developing these kinds of relationships on a regular basis, yet we receive no formal training. I would see this book as a good tool for higher education faculty and also as a PDS book study project.
— Christopher H. Tienken, Editor, AASA Journal of Scholarship & Practice, Editor, Kappa Delta Pi Record, EdD, Assistant Professor, Education Leadership, Management, and Policy, Seton Hall University, NJ
Lourdes Mitchel compels us to come together and maximize the potential our places of learning have to offer. Professional Development School partnerships demonstrate the best of what we know about learning – it is life long – and deliberate career efforts must be fostered for those who are considered professional educators. With increasing global demands, unlimited information and access to research that will produce unimaginable learning capabilities it is time for such partnerships to be regarded as educational priorities. Lourdes presents us with a demonstrative vision for the future of our profession.
— Gayle Carrick, superintendent, Cranford Public Schools, New Jersey
Dr. Lourdes Mitchel uses authentic examples from two PDS schools as well as infusing actual teacher vignettes into each chapter. It’s a powerful marriage of theory, research and practice! I would grant this book an “A” because of the integration of experience, theory, research and the varying voices of the partners.
— Susan Taylor, director, Newark-Montclair State University Urban Teacher Residency
Dr. Mitchel provides theoretical and research-based justification for the PDS as a valuable way to engage school personnel, university faculty and university students into a formal and planned community of learners. She provides clear examples of what this work can look like, and she provides useful protocols—forms, activities, etc., that helped make successful the work she and her colleagues have engaged in.
— Corinne Mantle-Bromley, Ph.D., dean, college of education, University of Idaho