Professional Development System at the Watson College of Education
PDS Partnership Goals
The University of North Carolina Wilmington Professional Development System (PDS) collaboration will positively affect public school reform and broaden professional development efforts within the region.
The Professional Development System (PDS) will improve student learning by enhancing the quality of teaching and school leadership to ensure that student work is challenging, engaging, and relevant.
We understand that our partnership work occurs in and may be affected by broader political, social, and economic contexts. In shaping our district partnership agreements, we referred to the nine essential standards of the National Professional Development Organization (http://napds.org/nine_essen.html). Six goals will be served by this PDS agreement.
- Improve the lives, learning and opportunities of all students.
- Enhance the curriculum, structures, school culture and community ties for P-12 school and University of North Carolina Wilmington staff and faculty
- Prepare teacher and administrator candidates in a professional, collegial environment.
- Provide professional support to beginning and veteran teachers through extended professional development opportunities.
- Assess and evaluate the work done through this collaboration
- Conduct research to enhance the field of education and disseminate the results of this work.
These goals reflect our understanding that concurrent reforms in teacher preparation and school transformation can best be brought about when schools and universities work together in partnerships. Based on this knowledge, PDS goals focus on redesigning and integrating roles, aligning resources, and establishing collaborative structures for solving problems in the university and partnership schools.
Unlike some professional development school initiatives detailed in the literature which may impact a single school and a narrow subset of teachers, students, and university faculty, the Watson College’s PDS represents a more comprehensive approach to partnership. It has become broad based and powerful enough to include the entire teacher education faculty, representatives from departments in the College of Arts and Sciences, over 2100 trained partners, and more than 500 public school educators each year.