“The purpose of the Pekin Professional Development School is to create an exemplary learning environment that embraces innovation and the integration of best practices for children, interns, and faculties in a technologically oriented society.” (Pekin PDS Website)
The Pekin Professional Development School is a partnership between Illinois State University and Pekin School District 108. Teacher candidates are given the opportunity during their senior year to participate in a year long internship program. During this year, student teachers are completely immersed in the school district.
There are four phases throughout the year:
Phase 1
- Seven week experience.
- Intern assists mentor teacher in the classroom three days a week.
- Intern completes twelve hours of methods course work two days a week.
Phase 2
- Same as Phase one, except intern moves to another classroom in a different grade.
Phase 3 &4
- Sixteen week student teaching phases.
- Intern returns to his or her Phase 1 placement.
- Intern and Mentor create a “Quality Team” partnership. They work together to provide a positive classroom environment that focuses on the needs of the students.
- Partnership between mentor and intern allows the intern to have an in-depth student teaching experience.
I feel the Pekin PDS program has allowed me to have the experience similar to that of a first year teacher. During this time, I have been able to experience and implement a classroom management plan and standards based differentiated lessons. I had the opportunity to help my mentor set up the classroom before the start of school and work throughout the school year teaching students. Through the Pekin PDS program I have also learned how to become a more reflective teacher. By reflecting, I can evaluate my lessons and make changes, as needed, in order to become a more effective teacher.
The benefits of participating in a PDS program are immense.
- Comprehensive year long internship
- Total immersion in school district
- Opportunities for practice, reflection, and collegiality
- Linkage between course content and teaching practice
- Involvement in school-community relationships
- Promotion of best practices
- Preparation for the “real” teaching world