Interns Name Professional Portfolio

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 in the Pekin Professional Development School are college seniors from Illinois State University. They are referred to as interns. These interns spend an entire school year in District 108. The year is divided into four phases

 

Phase I: The intern is assigned to a mentor (cooperating teacher) in a classroom of one of the intern’s top three grade level preferences. During this phase which is about seven weeks, the intern will assist the classroom teacher by working with small groups of students, working individually with students, observing strategies and techniques that are being used, understanding resources that are available, and learning the science and art of teaching. When the intern is not in the classroom, he/she will be taking the required methods courses two days a week on site in the Pekin PDS room.

During phase one, I was placed in a sixth grade classroom.  During this phase, I was able to spend the first week of school in the classroom.  I was able to observe different classrooms in the building, as well as resource and special education classrooms. 

Phase II: This phase is similar to the first phase. However, the intern will be assigned to a different grade level with a mentor in a different District 108 school. They will continue with their methods coursework in the Pekin PDS room.

During phase two, I was placed in a third grade classroom.  This gave me experience in a lower elementary classroom.  I was also able to observe many classrooms around the building, during this phase.  I was also able to observe and participate in parent teacher conferences. 

Phase III and IV: These phases are the student teaching phases. Typically, the intern returns to his or her Phase I classroom for an in-depth student teaching experience that continues for 16 weeks. The mentor and intern form a “Quality Team” partnership that focuses upon the needs of the children in the classroom and how the two partners can best meet those needs. As the intern assumes more teaching responsibility, the mentor takes 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 the intern, for professional growth for the mentor, and most importantly, for the academic success of the students in the classroom.

For these last two phases, I was back in my sixth grade classroom.  I worked in an open and honest cooperative relationship with my mentor.  We debriefed at the end of the day to discuss the lessons, classroom management, professionalism, and we how we can work together to ensure the quality of our classroom.  I attended professional meetings where I learned about how a school functions and received many useful and creative resources that I used in my lessons.  I was lucky enough to have a Smart board in my classroom.  I was able to use the technology in my classroom to help my students relate to concepts.  I had a positive student teaching experience that has made me prepared and enthusiastic for my first year of teaching. 

What benefits are there to participating in the Pekin Professional Development School?

• Comprehensive year long internship
• Total immersion in the school culture
• Intensive and extensive clinical experiences and practice
• Opportunities for practice, reflection, and collegiality
• On-site methods coursework
• Linkage between course content and teaching practice
• Involvement in school-community relationships
• Cohort experience
• Recognition by prospective employers
• Promotion of best practices
• Quality Mentor-Intern team
• Preparation for the “real” teaching world