Strengthening Communities Through PDS Partnerships
"We're working to develop educational leaders," said Dr. Susan Browne, assistant professor in the Reading department, when referring to her recent work with six Camden elementary school principals. The group gathers every three weeks as the Professional Development School (PDS) Study Group, a group dedicated to exploring the commitments and schoolwide educational benefits of PDS relationships.
The schools involved in the group—Octavius V. Catto Community, Cramer Elementary, R.T. Cream Family, Lanning Square Elementary, Sumner Elementary, and Lanning Square Elementary—have approached the study group as a learning opportunity. Over the course of the 2008-2009 school year, the group has listened to guest lecturers discuss various PDS topics, all with the goal of answering the question, "What does it mean to be a Professional Development School?"
Entering into a PDS relationship with Rowan is a mutually beneficial venture that means that both organizations commit to one another's success and future growth. The College of Education offers three distinct partnership tiers with varying degrees of commitment and involvement. All three tiers offer opportunities for the two organizations to work together on building a strategic plan centered on growing strong learning communities.
Tier Three, the Collaborative Partner, establishes a partnership between Rowan and the school in which both agree to work together to provide consistent, scheduled field placements. Tier Two, the Professional Learning Communities Partner, deepens the educational institutions' commitments to each other. With a Tier Two partnership Rowan offers opportunities for Continuing Education Unit (CEU) credits, graduate courses and workshops to be held onsite at the school for a reduced fee, discounted services, consistent field placements, and the agreement to commit to at least one sophomore or junior practicum placement and three teacher candidate placements a year. Tier One, the Professional Development School , involves the highest level of mutual commitment and is open to schools who have completed at least three years as a Professional Learning Communities Partner.
After their yearlong involvement in the PDS Study Group, all six principals are leaning toward committing their schools to Tier Two PDS partnerships.
This exploration process educates participants about the varying benefits and commitments of a PDS relationship in a deeper and more meaningful way than presented in the past. Browne has since realized that this new study group approach has more value to the participants, since it allows them to explore the nuances of the PDS relationship before making any commitments. Dr. Stacey Leftwich, associate professor in the Reading department, recently presented Browne's findings at the 2009 Professional Development Schools National Conference in Daytona Beach, Florida, where news of this possible new model of PDS exploration was positively received.
Susan Brown
