The Professional Development Schools Handbook by Teitel Lee;

Author:Teitel, Lee; [Teitel, Lee]
Language: eng
Format: epub
ISBN: 1994876
Publisher: Corwin Press
Published: 2003-08-15T00:00:00+00:00

[Names of individuals or job titles]

3.29 Creative Approaches to Finding PDS Resources

When he looked at resources and support for PDS activities in four high-performing, mature partnerships, Jon Snyder (1998) found a complex interaction between the groups of educators doing the PDS work and the structures and resource supports that worked best to sustain them. The sites Snyder visited did not simply let loose the educators and expect them to transform the support structures; nor did they set up the structures and realign their funding streams without attending to what the educators were doing and the relationships they were forming. The processes went hand in hand and were shaped by three factors:

• Partnerships depended on three sets of resources—school-based educators, university-based educators, and prospective educators (with the latter as a key resource for virtually everything else).

• Clustering resources in numbers (e.g., groups of interns at one site) and over time (e.g., yearlong internships and university commitments at the school) were key.

• Clustering only worked when structures and processes were in place that supported those professional educators so real learning opportunities come out of it.

To make this all work, Snyder suggests that effective support structures for each of the three categories or people are essential—for school-based, university-based, and prospective educators. For instance, for one of those groups, the university-based educators, Snyder offers examples of typical schedules that allow them to meet their university obligations as well as do their PDS work, of faculty scholarship incentives that let them sign up for specific work in the PDS in lieu of a portion of their teaching load, of commitments and supports from the presidents of the universities, as well as of promotion and tenure policies that encourage all faculty—including those from arts and sciences—to work in the PDS.

Apply these ideas to your PDS, checking to see to what extent you are using the maximum resources available to you from these three sets of educators and to what extent you have aligned your resources and support structures to sustain them.

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