A Bridge between Teacher Education and School: Professional Development School District Sets Goals for an Entire District

Autor/inn/en	Curcio, Rachelle; Ascetta, Kate
Titel	A Bridge between Teacher Education and School: Professional Development School District Sets Goals for an Entire District
Quelle	In: Learning Professional, 40 (2019) 3, S.30-34 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0276-928X
Schlagwörter	Teacher Education; School Districts; Goal Orientation; Faculty Development; College School Cooperation; Partnerships in Education; Preschool Children; Early Childhood Teachers; Special Education Teachers; Child Welfare; Child Development; South Carolina + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; School district; Schulbezirk; Zielorientierung; Zielvorstellung; Hochschulpartnerschaft; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Kindeswohl; Kindesentwicklung
Abstract	University-school partnerships can be a powerful mechanism for educator professional learning, but they have varying degrees of success. In South Carolina's School District 5 of Lexington and Richland Counties, superintendent Christina Melton wanted to make sure her district's partnership with the University of South Carolina would strategically and systematically attend to enhancing educational opportunities for all stakeholders within the district. Unlike traditional professional development school partnerships that create new collaborative school sites, this professional development school district focuses on long-term systematic improvement across the entire district. The emphasis is on enhancing the social, emotional, and physical well-being of students and staff. The school district's vision encapsulates three overarching goals. One of these goals, which is the focus of this article, emphasizes the well-being of preschool-aged children. Steering committee members agreed that a key component of this goal is the development, implementation, and monitoring of ongoing professional learning for all District 5 preschool teachers, teaching assistants, and staff. These professional learning experiences would be co-constructed and co-facilitated by District 5 leadership and University of South Carolina faculty. This would be the first time that general and special education teachers would engage in simultaneous professional development. Additionally, this would be the first time that lead and assistant early childhood teachers across the district would receive access to the same content. Developing this initiative would be a three-year process. This article discusses how a partnership was established, the design and implementation of the initiative, and future plans for the initiative. (ERIC).
Anmerkungen	Learning Forward. 504 South Locust Street, Oxford, OH 45056. Tel: 800-727-7288; Fax: 513-523-0638; e-mail: office@learningforward.org; Web site: https://learningforward.org/publications/jsd
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01