Professional Development Schools?The Proof Is in Performance
Contributor(s): Gloria A. Neubert and James B. Binko
Analytics: Show analyticsPublisher: copyright February 1998Content type: text Media type: unmediated Carrier type: volumeSubject(s): Teaching Profession -- Professional development schools -- Teacher In: Educational Leadership 55 (5) : 1998. pp.44-46| Item type | Current location | Home library | Call number | Status | Date due | Barcode | Item holds |
|---|---|---|---|---|---|---|---|
| BOOK | Periodicals Section | Periodicals Section Periodicals Section | L11.Ed83el.1998 (Browse shelf) | Available | PER 277D |
ABSTRACT : Facing a state mandate, Maryland teacher educators established a pilot Professional Development School (PDS) and conducted research to determine whether the PDS approach would indeed improve the performance of teacher candidates. The researchers found that the PDS approach was more effective than the regular program in preparing teacher candidates to maintain classroom discipline, use technology effectively for instruction, and reflect on their teaching. Additionally, the PDS provided the participating school with professional development, including an on-site course for their provisional teachers, and assistance with school improvement goals through teacher-candidate service projects
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