ADDENDUM

THE UNIVERSITY OF DELAWARE/MILFORD SCHOOL DISTRICT

PROFESSIONAL DEVELOPMENT SCHOOL REPORT

December 2003

The Milford Professional Development School was originally conceived to allow students in southern Delaware the opportunity to complete a four-year ETE degree in their local community. The idea was not to create a new or experimental program, but rather to build on the excellent reputation of the current program using alternative methods to deliver both theoretical knowledge and practical experience. The mission of the Milford PDS was to be consistent with that of the Holmes Project, which calls for an emphasis on clinical experience, a strong partnership between the schools and the university, and high quality professional preparation while preserving the goals and objectives of the current ETE program. During the recent NCATE accreditation visit, the Newark and Milford PDS ETE programs were evaluated as a single program. This evaluation required that we be assessed by how well we met the outcomes of our own conceptual framework.

The Conceptual Framework

Teacher candidates at the University of Delaware are prepared, as stated in the conceptual framework, to be "reflective practitioners serving diverse communities of learners as scholars, problem solvers, and partners." Although program delivery may look different on the Newark campus and at the Milford PDS, evidence of this framework is evident at both sites. Reflective practice is the foundation of the education program. Courses at the Milford PDS and on the Newark campus emphasize reflection and thoughtful analysis as part of course work and field experiences. Students at the Milford PDS reflect weekly during classes on their experiences in the schools, challenges they face, their teaching, and the connection between theory and practice. Assignments require students to reflect on their work and observations through written, oral, and technology based reflections. Students at the Milford PDS are prepared to serve a diverse community by being immersed in a diverse school community throughout the program. Within the context of a diverse community and with reflective practice as a guiding principle, all ETE students are prepared for the roles of scholars, problem solvers, and partners. Courses at the Milford PDS provide students with both theoretical and practical knowledge that is grounded research and meets state and national content standards. Students use their theoretical knowledge and practical experiences to work together to meet the challenges that they face as preservice teachers. The Milford PDS encourages collaboration between students and faculty throughout the experience in planning and implementing lessons, solving classroom problems and studying the craft of teaching. Students at the Milford PDS learn early the importance of being partners in the education of all of the stakeholders, PDS students, district students, teachers, and faculty, through their courses and field experiences. Students work with district and Milford PDS faculty to gain the necessary pedagogical knowledge and practical experience necessary to prepare them to be effective educators.

Courses at the Milford PDS

The Milford PDS requires students to take the same courses required of all ETE majors. Courses in Newark and Milford adhere to the same basic goals and objectives. In the initial planning of the Milford PDS, a committee was formed for each course consisting of University of Delaware Newark faculty and Milford School District teachers and administrators. These committees used the current course goals and objectives to create courses that would meet University of Delaware standards while also meeting the needs of the Milford School District. Since that time, course revisions have been made as courses in Newark have been revised and as experience in the PDS suggested needed changes in courses. The Milford PDS faculty meet with Newark faculty and review course syllabi to assure that courses offered at this site include any updates that departments make to content, objectives and/or required assignments. Just as faculty in Newark may teach material in a different way than others teaching the same course, the PDS faculty’s courses look somewhat different from some of the Newark courses. However the established university goals and objectives remain unchanged. In a comparison of the syllabi of four education courses offered in Newark and Milford, it is easy to see that there is little difference between the courses offered as one three-credit course in Newark and courses offered as three one-credit courses in Milford. (See Appendices One-Four for a copy of the syllabi.)

EDUC 310 – Teaching Reading and Writing in the Primary

EDUC 310 Teaching Reading and Writing in the Primary Grades is a course in the first methods block in the ETE program. The focus of this course is preparing students to teach reading and writing in the primary classroom.

The Milford PDS offers this course as a two-credit course in the fall and a one-credit course in the spring. During the fall semester, the students are in a primary classroom where they are able to observe, assist in the teaching, and plan and implement reading and writing lessons. Topics include the components of an effective language arts program, word analysis strategies, comprehension, reading response, choosing and using quality literature, and writing instruction. During the spring semester, students continue to study relevant topics such as writing instruction, creating a balanced literacy program, and methods of reading instruction (Readers' Workshop, Literature Circles, and reading groups) while reflecting on their experience in the primary classroom.

In Newark this is a single semester, three-credit class. The students complete a field placement in a primary classroom where they are expected to observe, assist in the teaching, and plan and implement reading and writing lessons. Topics are the same as

those covered in the PDS courses.

Both of these courses require textbooks to provide students with the knowledge needed to teach reading and writing in the primary classroom. Although the choice of textbooks is different, both sections require books on the subjects of reading comprehension, word study, and writing instruction. Table 1 compares course requirements between the PDS and the Newark Sections.

Table 1 COURSE REQUIREMENTS FOR EDUC 310

Milford PDS	Newark Campus
First Two Credits · Observation Journal · Read Aloud Lesson · Vocabulary Lesson · Comprehension Lesson · Reading Response Activity · Two Writing Lessons · Book Shares Third Credit · Analysis of Primary Writing Program · Reader Response Exhibit Project · Teacher Writing Piece	· Response Log · Read Aloud Lesson · Word Study Lesson · Comprehension Lesson · Text Gradient · One Writing Lesson · Author Study · Reader Response Exhibit Project

Both courses require students to teach a variety of reading and writing lessons including read aloud, comprehension, vocabulary or word study, and writing. Students explore children's literature through book shares in the Milford course and creating text gradients and an author study in the Newark course. Both sections complete a reader response project that is a requirement for all ETE majors and is used as a performance based assessment. The Milford PDS course requires students to complete an additional writing lesson, analyze a primary writing program and complete a piece of writing. Extended time in the field allows students the opportunity to complete these additional assignments.

EDUC 341: Elementary Curriculum: Science

EDUC 341, Elementary Curriculum: Science, explores the knowledge and skills necessary to teach science in the primary and middle grades. Students are expected to understand State Science Standards, the use of science kits in the state of Delaware, and plan and implement quality science lessons. Students in all sections use a common textbook in their course.

The PDS offers EDUC 341 as three one-credit courses. During the first credit, students begin to investigate science instruction while in a primary placement. Students observe, assist in the teaching of science, and plan and implement two science lessons. These lessons require students to use the Smithsonian Science Kits in their lessons. The second credit has students exploring science in the middle school. Students continue their study of appropriate science instruction, bringing the knowledge gained during the first semester to their study of science in the upper elementary grades. During this second of three credits, students plan and implement the university's required teaching of science exhibit. This project requires students to assess student knowledge before and after a set of three connected science lessons and to plan for an appropriate and safe science environment. The third and final credit takes place during the senior internship in either the primary or middle school setting. During this final credit of this course, students use the knowledge and experience gained through their first two credits of science course work and experiences in a primary and middle school to plan and implement a science project of their choice.

Students in Newark take this three-credit course when they are in their middle school placement. Students explore the current research in science education and assist in the teaching of science in a middle school placement. Students also plan and implement the university's required teaching of science exhibit. Table 2 compares course requirements between the PDS and the Newark sections.

Table 2 COURSE REQUIREMENTS FOR EDUC 341

Milford PDS	Newark Campus
First Credit · Observation Journal · Science Kit Review · Two Science Lessons · Design an Investigation (an in class project) Second Credit · Science Kit Review · Teaching of Science Exhibit Summary of Prior Knowledge Draft with Overview Final Plans and Reflection Third Credit · Choice Project	· Reading Reflection Journal · Observation Report · Science Kit Review (in class activity) · Teaching of Science Exhibit Pre-Assessment & Analysis Planning Paper Lesson Plan Drafts Final Plans and Reflection · Choice Project

At first glance, it appears that the requirements for the PDS section are greater than that of the Newark section. However, this is because the PDS students have the opportunity to participate in a field placement at both a primary and a middle school setting. They begin in the primary placement with initial inquiry into both the science kits and science instruction. They are given the opportunity to plan and implement some simple lessons at this level. During the second credit, they move to a middle school placement where they complete the teaching of science exhibit. This allows them to use the knowledge gained in their course work and the initial experience from the primary classroom to plan and implement appropriate pre-assessments, lessons, and post- assessments. The final choice project allows them to use the knowledge gained at both the primary and middle school level as well as their theoretical knowledge attained during the first two semesters to complete a science project of their choice.

EDUC 390 – Instructional Strategies and Reflective Practice

EDUC 390, Instructional Strategies and Reflective Practice investigates effective classroom strategies, classroom management, learning styles and reflection for the primary and middle grades. During this course, students are participating in field placements where they can integrate these topics into their teaching.

This course is taught during two semesters at the PDS Center. During the fall semester, the course is offered for two credits while the students are in a primary field placement. These first two credits introduce the topics and afford students the opportunity to begin to utilize their knowledge in their primary field placement. The final credit is offered in the spring when the students are in their middle school placement. They are able to take what they learned from their studies of these topics and their primary field experience and build upon that in the final credit. In addition, students have the opportunity to continue to practice their teaching strategies and classroom management and grow as a reflective practitioner while in a middle school placement.

Students on the Newark campus usually take this three-credit course during their first block of junior methods while participating in their primary field placement. The two sections presented here are taught by the same instructor using the same texts and readings. Table 3 compares the course requirements between the PDS and the Newark sections.

Table 3 COURSE REQUIREMENTS FOR EDUC 390

Milford PDS

Newark Campus

First Two Credits · Reflection Assignment - Three Formal Observations and Detailed Reflection · Classroom Management Reflection · Group Presentation on an Instructional Strategy Third Credit · Reflection Assignment - Three Formal Observations and Detailed Reflection · Lesson Plan Featuring Instructional Strategy Presented in Class · Deliver a Lesson to the Class for a Critique by Peers · Evidence of a Variety of Instructional Strategies Used in Lessons Included in the Junior Unit Project (social studies required project)

· Instructional Strategy and Classroom Management Observation Chart · Reflection Assignment - Two Formal Observations and Detailed Reflection · Classroom Management Reflection · In-Class Assignment on Cognitive Profiles · Article Review · Paper on Being a Reflective Practitioner · Group Presentation on Instructional Strategy

Students in both of these sections have many of the same course requirements including making classroom observations, writing formal reflections, and making a group presentation on an instructional strategy. In addition, students in Newark complete an article review and a paper, while the Milford PDS student are required to deliver a lesson in class for critiquing by peers and provide evidence of using the strategies presented in this class in all of the lessons that they plan and present. The instructor reports that she uses these different activities because of the use of variable credits and the smaller class size at the Milford PDS.

EDUC 335 – Elementary Curriculum: Mathematics

EDUC 335, Elementary Curriculum: Mathematics, investigates the methods and materials that are most effective in teaching mathematics at the elementary level. Students look at different topics appropriate for the elementary students, methods of instruction, and assessment, with an emphasis on problem-solving.

The Milford PDS offers this course as three one-credit classes over three semesters. During the fall semester, the students are in a primary classroom and focus on topics and methods appropriate for this age group. Students plan and implement two lessons during this experience. During the second credit, students are in a middle school placement where they can explore topics and methods appropriate for this age group. They also teach two lessons during this experience. During the final credit, students complete a choice math activity in either their primary or middle school senior field experience.

The Newark students complete this single semester, three-credit course during their second methods block. They cover identical content topics and methods as the Milford section and plan and implement two lessons during their field experience.

Both sections use the same textbook and incorporate the study of the same content including number sense, combining and separating, place value, measurement, geometry and spatial sense, fractions, and data and probability. Both utilize state and national mathematics standards in their instruction. Table 4 compares course requirements for both courses.

Table 4 COURSE REQUIREMENTS FOR EDUC 335

Milford PDS	Newark Campus
First Credit · Problem-Solving Lesson Project · One math lesson plan · Group investigation of a math topic and class presentation Second Credit · Problem-Solving Lesson Project · One math lesson plan · Group investigation of a math topic and class presentation · Integration of math lesson into junior unit project (social studies unit) Third Credit · Choice project	· Two problem-solving lessons · Group presentations · Two exams

Both sections require students to complete two problem-solving lessons during their field experiences. Students at the Milford PDS complete one of these lessons in their primary experience and one during their middle school experience. Students in the Newark course complete both problem-solving lessons during the same experience. Both sections require students to complete a group project and presentation on a math content activity. The variable credit option and extra time in the field allows the Milford PDS students to teach two additional math lessons using the Milford School District math curriculum. In addition, students continue their study of mathematics during their senior field placements and choose how to demonstrate their understanding of effective math instruction through a variety of math activities.

Variable Credits

The biggest difference between courses offered in Newark and Milford comes in the delivery of courses through variable credits. The use of variable credits by the Milford PDS allows courses to be taught over multiple semesters. Courses at the PDS are offered in one or two credit increments. While maintaining the same rigor as courses offered in the traditional three-credit format, variable credits allow students to scaffold their learning over time. Students begin a course, connect it to their field experience, reflect on the interrelated theoretical and practical knowledge, and then return to the course to continue their learning. This format also allows students to investigate course content in field experiences at both the primary and middle school level. Rather than watering down course content by offering single-credit courses, the use of variable credits allows the PDS to offer courses and experiences that meet the high expectations set by the university.

Field Placements

The field placements at the Milford PDS look different from those on campus, yet still maintain the same high standards and expectations. Students complete a junior and senior internship with opportunities in the primary and middle schools and with special education students. The difference is in the amount of time spent in the field. This is a common characteristic of professional development schools. Milford PDS students are immersed in the school community beginning with the first teacher inservice day in August as part of their teacher preparation program. Junior interns are in the field two days each week and four full weeks during the academic year. Senior interns spend two semesters carrying out typical student teaching responsibilities while continuing their academic studies. Courses during the senior internship support the students in their work in the classroom, while continuing to build their theoretical knowledge base. Both internships provide opportunities for the students to work at the primary and middle school level. Although the Milford PDS students spend more time in the field than their Newark peers, both groups participate in quality experiences that allow them to observe and participate in all aspects of the school community and prepare them for the classroom.

Program Outcomes

ETE students in Newark and the Milford PDS are held to the same high standards. Program and course goals and objectives are based on Delaware state standards, specialty organization standards, and national standards for teachers. Evidence of meeting program goals is expected of all students. Senior interns at the Milford PDS are assessed using the same Pathwise assessment tool used to assess all teacher candidates. This assessment evaluates students on their performance in five domains; planning, creating a classroom environment for student teaching, lesson execution, professionalism, and personal attributes – dispositions. This standardized assessment is used by the cooperating teacher and university supervisor at least once a week to evaluate students’ performance during student teaching. At the end of each placement, students are given a final score for each criteria in each domain as well as an overall score for the placement Table 5 compares final scores received by senior ETE majors in Newark and at the Milford PDS. Scores at both sites illustrate that candidates are meeting or exceeding the same high expectations across the various domains.

Table 5 PATHWISE RESULTS FOR ETE CANDIDATES

(2001-2002) ACADEMIC YEAR

Domain	Milford PDS	Newark Campus
Domain A – Lesson Planning
A1: Becomes familiar with relevant aspects of students' background knowledge and experiences	4.63	4.71
A2: Writes clear learning objectives that are appropriate for the students	4.75	4.66
A3: Demonstrates an understanding of the connections between the content that was learned previously, the current content, and the content that remains to be learned in the future	4.38	4.59
A4: Creates or selects appropriate teaching methods, learning activities, and instructional materials or other resources that are appropriate for the students and that are aligned with the objectives	4.75	4.58
A5: Creates or selects evaluation strategies that are appropriate for the students and that are aligned with the objectives	4.63	4.46
Domain B – Creating a Classroom Environment
B1: Creates a climate that promotes fairness (e.g., conveys the attitude that all students are of equal importance)	4.71	4.83
B2: Establishes and maintains rapport with students in ways that are appropriate to the students' developmental needs	4.71	4.75
B3: Communicates challenging learning expectations to each student	4.14	4.38
B4: Establishes and maintains consistent standards of mutually respectful classroom interaction and behavior	4.57	4.42
B5: Makes the physical environment as safe and conducive to learning as possible	4.85	4.71
Domain C – Lesson Execution
C1: Makes learning objectives and instructional procedures clear to students	4.85	4.61
C2: Makes content comprehensible to students	4.71	4.62
C3: Encourages students to extend their thinking	4.57	4.39
C4: Monitors students' understanding of content through a variety of means, provides feedback to students to assist learning, and adjusts instruction as the situation demands	4.71	4.56
C5: Uses instructional time effectively	4.71	4.55
Domain D - Professionalism	Milford PDS	Newark Campus
D1: Reflects upon lesson effectiveness	4.86	4.72
D2: Demonstrates a sense of efficacy	4.43	4.62
D3: Builds professional relationships with colleagues to share teaching insights and to coordinate learning activities for students	4.71	4.72
D4: Communicates with parents/guardians regarding student learning	4.29	4.46
Domain P – Personal Attributes
P1: Organization	4.86	4.78
P2: Initiative	4.86	4.70
P3: Writes coherently with correct grammar and spelling	4.43	4.83
P4: Articulates clearly using correct grammar	4.29	4.0
P5: Manages time and work effectively	4.71	4.70
P6: Demonstrates responsibility	4.86	4.79

Throughout the program, ETE students are asked to complete a variety of performance assessments associated with several courses. These assessments were created to allow students the opportunity to demonstrate their theoretical and practical knowledge throughout various stages of the program using a common set of activities and evaluated using common rubrics. Appendices five through eleven are examples of seven projects completed at Newark and the Milford PDS. All of these projects were scored “at expectation”. In comparing projects, the work completed by students is consistent between the sites.

Conclusion

The Conceptual Framework states that the university faculty values the diversity of professional preparation programs, accommodates individuality and supports innovation. Although there are differences between the ETE program delivery at the Milford PDS and in Newark, both are high quality experiences that meet identical course and program goals and objectives. The difference is not in the outcomes for the students at the Milford PDS and Newark, but in the methods and experiences used to achieve these outcomes. The use of variable credits, the strong integration between courses, the increased time in the field, or even the location does not make the Milford PDS a different program from the ETE program in Newark. The Milford PDS is part of the University of Delaware ETE program located in southern Delaware offering the same high quality education to students to prepare them to meet the challenges they will face in today’s diverse classrooms.