46.067 - Team/Design Professional Development School: Critical Common Commitments for Teacher Development

Session Type: Symposium

Abstract

Teacher preparation is called to integrate more in-depth clinical experience in schools (CAEP, 2013; Darling-Hammond, 2008). Does “more” mean more time or a qualitative difference in what candidates do? Does “in-depth” imply working with more students? in more subject matter domains? across disciplines? with multiple teachers and teacher leaders? Does “clinical” demand working with individual students? small groups? whole classes? In this symposium, educators from two university-based programs with long histories in the field share their answers to these questions from both a practice and a research perspective. They articulate (and investigate) three common commitments: 1) to teaming; 2) to building a design-based culture of practice; and 3) to implementing design synergies solving multiple problems at once.

Sub Unit

• SIG-Professional Development School Research

Chair

• Barbara S. Stengel, Vanderbilt University

Papers

• Program A: Studio School Design and Implementation - Ann R. Taylor, University of Missouri - St. Louis; Stephanie Koscielski, University of Missouri - St. Louis

• Program A: Studio School Design Research - Carole G. Basile, University of Missouri St. Louis; Richard Stanton, University of Missouri - St. Louis

• Program B: Learning in Practice School Design and Implementation - Emily Pendergrass, Vanderbilt University; Heather Jo Johnson, Vanderbilt University

• Program B: Learning in Practice School Design Research - Barbara S. Stengel, Vanderbilt University; Blaine Elizabeth Smith, University of Miami