What is the Professional Development School?

Professional Development Schools (PDS) are special schools in which the University and public school educators collaborate to create an environment to improve teacher preparation and performance.  The intent of the PDS collaborative relationship is to provide an extended (one-year) pre-service teaching experience which focuses on improved classroom learning, preparation of educators, professional development of educators and inquiry into improved practice.

What makes the Pekin PDS unique?

"The purpose of the Pekin/Illinois State professional development school is to create an exemplary learning environment that embraces innovation and best practices for children, interns, and faculties in a technology-oriented society."

The partnership between Pekin Public School District #108 and Illinois State University strives to "create an environment that promotes life-long learning for children, student interns, and school district/university personnel."

The partnership focuses on:

• Problem-Based Learning
• Technology Rich Learning Environments
• Collaborative Instructional Strategies

My Experiences:

Phase 1:

     During my phase one placement, I was in a fifth grade classroom at Washington Intermediate School.  I helped my mentor teacher set up the classroom, and I also attended the District Retreat and Building Institute.  I learned about all the "behind the scenes" work that happens before the school year even starts!  I was also involved in the Meet the Teacher Night and had some experience with meeting parents at the beginning of a school year.  I also visited other classrooms and did "Focused Observations" where I would reflect after seeing different teaching methods demonstrated by different teachers. I also completed a daily reflective journal which helped me look back and think about the positives as well as the areas that needed to be changed.  During this phase one and two, I was also taking my methods classes required through ISU.  I had methods classes two days a week, and clinical experience two days a week.  It was a huge benefit to learn something in a methods course one day and the next day, implement it in the classroom.

Phase 2:

     During my phase two placement, I was in a second grade classroom at Dirksen Primary School. I was able to teach science, spelling and reading in the second grade class.  I also had a chance to instruct individual students in different subjects throughout the day.  I had the chance to debrief with my mentor teacher and learn how she plans and prepares her lessons.  I also had the chance to attend parent/teacher conferences.  I gained even more experience in talking with parents about their child's progress in the classroom. Once again, I got to compare and contrast the teaching styles of different teachers across different grade levels.  I also had a chance to evaluate the classroom environment and layout of a few different classrooms.  In our methods courses, we had a chance to teach a multicultural unit on Native Americans.  We had different stations that let the students see many different aspects of Native Americans across the United States.  In our science methods class, we got to teach a constructivist learning experience about expansion and contraction of gasses. 

Phase 3:

     I returned to my fifth grade classroom in January 2006.  I spent the first week observing and adjusting back to fifth grade.  After only a few weeks, I resumed full time teaching responsibilities.  I taught all subject areas and managed all classroom routines.  I was also able to see personal growth in my students from the first semester.  I continued to have contact with parents concerning the progress of their child in my classroom.  My mentor assisted me in gathering resources and planning units.  I had the opportunity to make decisions that dictated the pace and direction of my lessons.  I used the district standards as a guide for my lesson planning.   I was able to teach a multicultural lesson on discrimination.  My mentor also gave me daily feedback and weekly evaluations that helped me to sharpen my skill as a teacher.  I also had a bi-weekly evaluation from my advisor that showed the areas of my teaching style that needed work, as well as the areas that were going well.  In all of my evaluations, I was graded with the Charlotte Danielson Framework for assessment.

Phase 4:

      I had the same responsibilities as in phase three, but I started to hand back a few subjects to my mentor teacher.  I gave the spelling and reading block back to my teacher, but continued to teach all other subject areas.  I also was involved in district and grade level meetings.  My mentor and I were involved in a school improvement team that made decisions regarding literacy in our school.  A few times throughout phase three and four, I was able to attend teacher workshops and inservice days at our school.  I learned more effective and creative ways to become a more efficient teacher.  It was a great experience to see the stress and success of being a full time teacher!