It is the purpose of the PDS to "create a technologically enriched environment that promotes life-long learning for children, student interns, and school district/ university personnel." (Pekin PDS Web site)

The Pekin Professional Development School (PDS) model is a university-public school partnership that combines teacher education and school reform to improve student learning. The intent of the PDS collaborative relationship is to provide a year-long internship which focuses on improved classroom learning, comprehensive preparation for preservice teachers, and professional development opportunities for district educators.

 

Participants, such as myself, in the Pekin Professional Development School are college seniors from Illinois State University. I am referred to as an intern. During this time I spend an entire school year in District 108. The year is divided into four phases which are as followed:

Phase I: I was assigned to a mentor (cooperating teacher) in a classroom of one of my top three grade level preferences at which I was placed in a fourth grade setting in an intermediate building. During this phase which is about seven weeks, I assisted the classroom teacher by working with small groups of students, working individually with students, observing strategies and techniques that were being used, understanding resources that are available, and learning the science and art of teaching. When I was not in the classroom, I was taking the required methods courses two days a week on site in the Pekin PDS room.

Phase II: This phase is similar to the first phase. However, I was assigned to a different grade level with a mentor in a different District 108 school. During this phase I spend my time in a junior high environment.  I still continued with my methods coursework in the Pekin PDS room.

Phase III and IV: These phases are the student teaching phases. Typically, interns return to his or her Phase I classroom for an in-depth student teaching experience that continues for 16 weeks. I, on the other hand, am a dual placement intern who will also return to my Phase II placement as well for Phase IV.  In the long-run, this will give me a well-rounded teaching experience that will prepare me for the unpredictable path my future takes me on.  Throughout these phases, my mentors and I form a “Quality Team” partnership that focuses upon the needs of the children in the classroom and how we can best meet those needs. As I assume more teaching responsibility, my mentors are taking on the role of an assistant-working with small groups of students or working with individual students on a variety of skills. This “Quality Team” partnership allows for an enhanced student teaching experience for me, for professional growth for the mentor, and most importantly, for the academic success of the students in the classroom.

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.