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Professional Development System



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UNCW PDS Partnership Benefits & Outcomes

The Watson College of Education Professional Development System Partnership model has generated many positive outcomes for the university, our interns, and school-system partners.

For UNCW Partners
 blueline spacer For UNCW Teacher Interns
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  • Coursework at the WCE is now more collaboratively developed and performance specific as a result of the partnership. Courses are co-taught by school system-university faculty teams.

  • Instructors and supervisors engage interns in school-wide restructuring or curriculum initiatives.

  • University faculty and interns are engaged in inquiry with school system partners in research projects and proposals.

  • Joint efforts involving presentations at national conferences have occurred.

  • Opportunities have increased for university faculty to join functional teams.

  • UNCW is linking with other UNC System schools in collaborative research initiatives involving the impact of PDS models on school systems as well as universities.

  • Relationships have strengthened based on mutual respect and trust developed between school system and higher education faculties as a result of extended interactions.

  • The precision in the use of language specific to validated practices and the consequences of such practices has increased.

  • Patterns of interaction have emerged at all levels which provide evidence that a wide range of discussions related to practice is occurring resulting in deeper levels of understanding.
  • Interns are using more and more varied and effective pedagogical methods and practices than before.

  • Interns are more reflective and take a greater role in decision making about their teaching practices and responsibility for their learning in their internship.

  • Interns feel more confidence in their knowledge and skill as professionals and as a result enter the classroom better able to adapt to the reality of classroom teaching.

  • Interns enter teaching more knowledgeable of school routines and activities beyond the classroom.

  • Intern graduates are emerging as early leaders in their school districts and taking active roles in contributing to a professional culture.

  • Graduates are generally more articulate, confident and knowledgeable than other candidates.

  • An extremely high percentage of PDS interns are hired by the school system where their internship occurred. Districts report that they hope to offer as many contracts as possible to interns prepared through this collaborative process.
  • School systems have developed strong professional learning communities where trained partnership teachers, site coordinators and administrators have opportunities for professional growth.

  • PDS teachers and administrators have opportunities to inform the content and quality of teacher preparation at the university.

  • Multiple links for communication and critical feedback among partners are provided in the organizational structure of the PDS model.

  • PDS partners gain new understandings and develop professional skills in coaching and learning-centered supervision through advanced courses and required training.

  • A greater “connectedness” has developed between the university and school system partners.

  • Partners rate the Watson College of Education’s program as being more responsive and relevant than ever before.

  • Partners and employers rate our graduates as being among the best-prepared beginning educators in the region.
Collaborative Grants and Special Initiatives

The University-School partnership is integral part of the Watson College of Education. As the Watson College develops grants and responsive special initiatives, partners receive the benefit. To learn more about some of the current unique opportunities, visit our Grants & Initiatives webpage.