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
||For UNCW Teacher Interns
||For School System Partners
- 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
- Opportunities have increased for university faculty to join
- 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
- 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 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.
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.