Developing the Southeastern PDS Research Consortium

• In Event: Initiatives in PDS Research: Leveraging Partnerships to Create Equitable Systems of Education

Abstract

1. Purpose
Our paper will share the structure, content, and emerging work from a Spencer Foundation funded convening focused on developing the Southeastern Professional Development School (PDS) Research Consortium (SEPDSRC) - a collective think tank of nationally recognized researchers situated across five institutions of higher education (IHEs) located in the Southeastern United States.
2. Perspective
While recognized as possibly “the strongest bridge between teacher education and classroom outcomes, academics and clinical education, theory and practice, and schools and colleges” (Levine, 2006, p. 105), there is a lack of robust empirical research related to PDS effectiveness and the claims, impacts, outcomes, and assertions associated with the PDS model and mission (Snow et al., 2016; Zenkov et al., 2016). The Holmes Group (2007) identified the “construction of knowledge through intentional, synergistic research endeavors” as one of the four pillars of PDSs. Currently there is a renewed emphasis on establishing a comprehensive PDS research agenda that systematically engages in research both within and across institutions. This research is needed to inform practice and “improve the quality of teacher preparation and offer evidence of successful outcomes in the ever-changing educational climate” (AACTE, 2018, p. 23).
3. Methods
On June 8-10, 2021, 36 researchers from five southeastern US IHEs gathered virtually to establish the SEPDSRC where data were collected and analyzed to evaluate the convening experience and create structures for continued consortium work. Participants engaged in collective work to: 1) Foster a professional learning network focused on producing and supporting PDS research, 2) Gain knowledge of research and research initiatives occurring within SEPDSRC institutions, 3) Develop research plans focused on PDS academic research and PDS practitioner research, and 4) Identify goals, supports, and accountable measures to sustain our collective work.
4. Data sources, evidence, objects, or materials
Data sources consist of convening artifacts that include five State of PDS Research presentations (one per participating institution), qualitative anecdotal notes, mission statement development documents, co-edited work group documents, and research design team planning forms.
5. Results
Evaluation of the convening and analysis of data sources, indicate that all objectives were met. Results indicate robust design plans were developed focusing on five initial research projects. The paper will elaborate on the developed mission, research foci, identified next steps, and areas for future research that resulted from the convening.
6. Significance
Collaboration between and among PDS researchers created a space to generate new scholarship to affect educational policies and reimagine teacher education. The overarching conference goal - to promote PDS research and scholarship within and across Southeastern PDS networks and develop a Southeastern research agenda - was met. Now, as a consortium, we will engage with others from the national PDS community through the proposed symposium to increase PDS visibility and renew PDS research. Engaging in this work will enable members of the Consortium to effectively research teacher candidate learning, investigate the impact of PDS-enabled pedagogies on PK-12 learning, and ultimately lead to stronger investigations of PDS work (Dresden et al., 2016).

Authors

• Rachelle Curcio, University of South Carolina

• Melissa Baker, University of South Carolina