4610 South Madison Street
Anderson , IN. 46013
Principal: Terry Thompson
Grade Levels: 9-12
Anderson High School Web Site
Site Review Visit
February 11, 2003
Partnership Functions and Goals:
Pre-service teachers are receiving sound instruction in best practices, sufficient experiences in exercising these practices, and adequate professional feedback on their performance.
The EDSEC 380 pre-service class and student teaching are both taught in Anderson High School (AHS). All pre-service teachers are evaluated by a rubric based on the INTASC principles and designed in conjunction with classroom teachers. The Special Education for Regular Education Pre-service Students Initiative, the Education Research & Development (ER&D) Workshop on Managing Anti-social Behavior and the Information Literacy Workshop are exemplary programs for pre-service teachers. Anderson High School students report that BSU student teachers are better prepared than in the past. The Guided Practice /Supervision graduate course, a collaboration between the BSU liaison and AHS teachers, is available for supervising teachers.
School staff is consciously engaged in identifiable, meaningful professional development efforts that are prompting apparent professional growth.
Faculty meetings are used for staff development rather than for administrative issues. Action research projects designed by teachers are resulting in reflective practice. ER&D workshops are available to teachers for graduate credit through BSU. AHS teachers have participated in the PT3 grant to increase the use of technology in the classroom. Teams from AHS have attended the National Staff Development Council annual conference sponsored by Ball State's Title II grant and have positively influenced the school improvement planning and staff development program.
School staff, pre-service teachers, and University faculty are engaged in the examination of an important educational research question through study of research literature and classroom experimentation. Results could lead to professional dissemination through publication or presentation.
Faculty and pre-service teachers are actively engaged in action research projects, which include the study of research literature to influence changes in their practice. The Student Teacher Action Research Initiative (STARI) involves preservice students conducting action research and contributing these to the school library. Current PDS initiatives in AHS have been shared by the liaison and teachers at national and local conferences.
Students at the school site are demonstrating apparent improvement in achievement or related desired behaviors, and these apparent improvements seem to be linked to PDS project activities.
Some small gains have been made in ISTEP scores. The use of differentiated instruction by BSU pre-service teachers appears to be impacting student engagement. Teachers of students with special needs have collaborated with the BSU liaison on the Special Education for General Education Preservice Teachers Initiative, a project designed to help general education preservice teachers meet the needs of all learners in the content classes. AHS students express that the BSU preservice teachers have influenced their thinking about future life plans, especially attending college.
There is evidence that the acquisition and assimilation of professional knowledge is prevalent in the activities of the PDS. Faculty and pre-service teachers reference professional knowledge bases in their teaching activities and attempt to apply principles thus acquired to their teaching. Student results are viewed in terms of the contribution to professional knowledge and a moderate level of inquiry is evident.
Teachers and pre-service teachers are involved in action research that directly influences their practice. There is good communication among the liaison, student teachers and teachers. To better connect theory and practice, faculty and pre-service teachers are involved with the Special Education for Regular Education Pre-service Teachers Initiative, the Information Literacy Standards Initiative, and the learning opportunities through the ER&D. BSU has made available the Guided Practice/Supervision graduate course for participating teachers.
School staff, University faculty, and pre-service teachers are actively involved in the student learning process, school improvement, and quality teacher preparation. All partners contribute fully their unique expertise and resources and work together in defining, pursuing, and evaluating PDS goals.
Teachers have been an integral part of the BSU curriculum development and the development of the pre-service rubric evaluations. The liaison and other BSU faculty and teachers from AHS have made conference presentations regionally and nationally as a team. The school site council has a broad school representation. There is ongoing action research that is a collaboration among the liaison, classroom teachers and preservice teachers. The liaison and classroom teachers work together to provide workshops for pre- teachers and they developed the Pre-service Teachers Guide to Anderson High School. Teachers collaborated with Dr. Siebert to design the curricula for the Guided Practice/Supervision graduate course.
Once defined, the qualifications of pre-service teachers, PDS faculty, and University liaisons are demonstrated through observable actions deemed appropriate for highly accomplished teachers. Expectations for students are also clearly identified. There is a continuous monitoring of the performance of PDS faculty and students in the school.
A tenure-track faculty member is assigned to AHS as the liaison, teaches EDSEC 380, and coordinates the supervision of student teachers. The PDS site council works with the placement of pre-service teachers. Rubric evaluations are used to evaluate all BSU students in EDSEC 380 and student teaching. Student teachers make showcase portfolio presentations. The notebook for pre-service teachers is used to guide experiences. The liaison holds on-going cooperating teachers meetings. AHS faculty members are encouraged to participate in the Guided Practice/Supervision graduate course.
The PDS has a clear mission statement, which is understood and agreed to by all parties. There is a generally strong commitment of resources and effort to this mission. There is public recognition of this mission in the school which serves to effectively involve all parties in marking the continuous improvement of teaching and learning in the school and in helping pre-service teachers become a part of the profession.
There is an understood PDS mission by all parties, which is certified through the signed proposal to become a PDS. The PDS has become an umbrella for many school initiatives. AHS has an active site council that promotes the PDS mission. The council works with pre-service teacher placements. Teachers collaborate with the liaison on many initiatives designed as learning opportunities for both pre-service teachers and AHS teachers.
The goals and activities of the PDS sometimes include diverse members of the school community and occasionally promote their participation in the life of the school. Marginal attention is paid to meeting the needs of children with diverse needs in the school and to engaging diverse resources in support of student learning.
The Special Education for General Education Pre-service Students Initiative introduces BSU students to methods for addressing the variety of learning styles in the classroom. AHS provides opportunities for BSU students to interact with students in a multicultural environment.
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