Governance

PDS Network Coordinator – a university-supported position.  The PDS Network

Coordinator organizes all network activities including but not limited to the following:

  • PIR meetings twice per semester
  • Regular email communication to inform PIRs of current professional development
  • Opportunities for themselves and the staff in their PDSs
  • Annual celebration of PDS accomplishments
  • Prepares contracts and invoices for individual PDSs
  • Organizes meetings of the PDS Network Advisory Council
  • Coordinates events for individual PDS at the university
  • Assists in organizing PD workshops at the university and in network schools

 

Professors in Residence (PIRs) – experienced faculty who spend a

minimum of one day per week in a PDS assisting school leadership teams in meeting

their annual goals for school improvement and who work with individual teachers in their

classrooms on best practices.  PIRs coordinate placements of university candidates in

their PDS and recommend innovative teachers in their schools to conduct workshops

and teach at the university.  In addition to conducting workshops, modeling and serving

as a catalyst for Professional Learning Communities (PLCs) in their PDS they serve as

the communications liaison between the PDS and the university.

 

PDS Advisory Council – the purpose of this group is to build a sustainable network that

improves communication, evaluates effectiveness, provides for systematic sharing and

disseminates innovative practice. This council serves as an advisor to the PDS

Network; it meets meeting a minimum of twice annually to reflect on the mission of the

network, PDS goals and activities, and ways to improve communication and celebrate

accomplishments.

 

School-based Leadership Teams – all PDSs have school-based leadership teams and

PIRs serve as members of these teams and or the Professional development

Committees within each PDS.  These teams/committees set the priorities within the

school and provide a focus for professional development for that year.

 

District Liaisons – often there is a person at the district level who helps to coordinate

PDS involvement in that district.  In some cases all schools within a district may be a

PDS.  District liaisons are very involved in all common grant applications and overall

changes in a district related to curriculum, etc.

 

Co-teaching Faculty -  PDS-based teachers and university faculty co-teach in the PDSs. 

Specifically, a course titled, Literacy and Learning, has been co-taught for many

years with several PDS partners.  PDS teachers are paid by the university to serve as

faculty in this co-teaching model.

 

Cooperating and Collaborating Teachers – PDS-based teachers who welcome students

from the university into their classrooms for of variety of field experiences including the

following: observations, class visits, tutoring, practicum, student teaching and residencies

About NAPDS

The desire to discuss PDS-specific concerns with other educators who shared an interest in and passion for PDS work led to a conversation at the 2003 National Conference about the feasibility of creating a professional association which would encourage year-round PDS dialogue. The seventy-five individuals who participated in that conversation immediately agreed that such an association was much needed, and so a handful of volunteers met in Columbia, South Carolina, in November 2003, to begin the process of making the association a reality. They shared their initial efforts with participants at the March 2004 National Conference and encouraged others to join them in the planning process. That call produced a Founding Organizational Committee, eventually consisting of eighteen educators from eleven states, which met throughout the next year to revise a mission statement drafted at the first meeting and to design both a constitutional structure and a list of goals for the association. As they did so, they kept in mind that the primary goal was to create a professional association that, in the words of one of the group members, would enhance the capacity of PDS educators to do their work. With that overall goal in mind, the group agreed to: (1) establish a leadership structure which would represent a balance across the educational continuum; (2) develop a website to allow members access to resources and a venue for on-going dialogue; (3) circulate a newsletter to disseminate best practices, pertinent news, and PDS-related announcements; (4) produce a periodic journal to circulate evaluative research, successful programmatic models, and naturalistic inquiry in the PDS community; and (5) join with the University of South Carolina in co-sponsoring the annual PDS National Conference and, in doing so, continue the commitment to balanced participation and focused presentations.

 

The nine required essentials of a PDS:

1.  A comprehensive mission that is broader in its outreach and scope than the mission of any partner and that furthers the education profession and its responsibility to advance equity within schools and, by potential extension, the broader community;

2.  A school–university culture committed to the preparation of future educators that embraces their active engagement in the school community;

3.  Ongoing and reciprocal professional development for all participants guided by need;

4.  A shared commitment to innovative and reflective practice by all participants;

5.  Engagement in and public sharing of the results of deliberate investigations of practice by respective participants;

6.  An articulation agreement developed by the respective participants delineating the roles and responsibilities of all involved;

7.  A structure that allows all participants a forum for ongoing governance, reflection, and collaboration;

8.  Work by college/university faculty and P–12 faculty in formal roles across institutional settings; and

9.  Dedicated and shared resources and formal rewards and recognition structures.