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Understanding the Whole Child: The Power of a PDS
Unformatted Document Text:  by social workers and mentors are a part of the collaboration. He also points out the benefits in the community settings such as access to university facilities, museums, and labs. This poster session will examine a unique PDS that utilizes a holistic approach to addressing the various developmental needs of students in high need schools. The approach relies on the collaboration of numerous partners and immerses teacher candidates in a culture that supports the learning of all its members. This proposed session will describe the various components of the partnership as well as provide qualitative and quantitative data regarding the effectiveness of the PDS. C. Contribution Our work in the PDS relates to Conference Strand II, Picturing Expanded Alliances. Our PDS framework includes an inclusive and focused collaboration among the school district, education faculty, arts & sciences faculty, social work faculty, nursing faculty, community college faculty, and local community partners. These diverse partners provide an array resources and services in order to sustain the comprehensive approach to educating high needs students. Previously, the approach tended to be much more fragmented with silos of services and resources. This re-conceptualization allows our philosophical underpinning (holistic approach) to be much more aligned with our practice (integrated collaborative services). D. Relevance to Perspectives Because of the partnership’s comprehensive assessment plan, this proposal is an excellent example of using data to inform practice. Each of the program’s elements is regularly assessed using multiple data sources. Findings from quantitative (surveys, rubrics, test scores, and performance evaluations) and qualitative (interviews, observations, etc.) data will be shared with participants. In addition, one of the key strands of the partnership is action research. Thus, we will also discuss the process of teacher and teacher candidate led inquiry directed at student learning. Our proposed session also presents examples of exemplary practices in teacher candidate preparation as well as university – school collaboration. Best practices will be shared in the areas of teacher candidate development, collaborative professional development, student achievement, and action research. E. Implication for Action The mission of our Professional Development School (PDS) partnership is to collaboratively enhance the professional preparation of teacher candidates and promote continuous exemplary professional development of all partners. The focus of the PDS partnership is to improve student achievement through research-based practices carried out in an innovative teaching and learning environment. The PDS is dedicated to supporting a diverse community of learners at all levels of educational development through shared decision making, vision, goals, and trust.

Authors: Gambro, John., Nelson, Catherine. and Benish, Amy.
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by social workers and mentors are a part of the collaboration. He also points out the
benefits in the community settings such as access to university facilities, museums, and
labs.
This poster session will examine a unique PDS that utilizes a holistic approach to
addressing the various developmental needs of students in high need schools. The
approach relies on the collaboration of numerous partners and immerses teacher
candidates in a culture that supports the learning of all its members. This proposed
session will describe the various components of the partnership as well as provide
qualitative and quantitative data regarding the effectiveness of the PDS.
C.
Contribution
Our work in the PDS relates to Conference Strand II, Picturing Expanded Alliances. Our
PDS framework includes an inclusive and focused collaboration among the school
district, education faculty, arts & sciences faculty, social work faculty, nursing faculty,
community college faculty, and local community partners. These diverse partners
provide an array resources and services in order to sustain the comprehensive approach to
educating high needs students. Previously, the approach tended to be much more
fragmented with silos of services and resources. This re-conceptualization allows our
philosophical underpinning (holistic approach) to be much more aligned with our practice
(integrated collaborative services).
D.
Relevance to Perspectives
Because of the partnership’s comprehensive assessment plan, this proposal is an excellent
example of using data to inform practice. Each of the program’s elements is regularly
assessed using multiple data sources. Findings from quantitative (surveys, rubrics, test
scores, and performance evaluations) and qualitative (interviews, observations, etc.) data
will be shared with participants. In addition, one of the key strands of the partnership is
action research. Thus, we will also discuss the process of teacher and teacher candidate
led inquiry directed at student learning.
Our proposed session also presents examples of exemplary practices in teacher candidate
preparation as well as university – school collaboration. Best practices will be shared in
the areas of teacher candidate development, collaborative professional development,
student achievement, and action research.
E.
Implication for Action
The mission of our Professional Development School (PDS) partnership is to
collaboratively enhance the professional preparation of teacher candidates and promote
continuous exemplary professional development of all partners. The focus of the PDS
partnership is to improve student achievement through research-based practices carried
out in an innovative teaching and learning environment. The PDS is dedicated to
supporting a diverse community of learners at all levels of educational development
through shared decision making, vision, goals, and trust.


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