Collaboration

PDS partners work together to carry out the collaboratively defined mission of the PDS A. -- IHE and school faculty collaboratively plan and implement curricula for interns to provide authentic learning experiences. B. -- PDS partners share responsibility for evaluating interns. C. -- PDS partners collaboratively meet the needs of pre-service mentors. D. -- IHE teacher education, arts and sciences, and school faculty collaborate in planning and implementing content-based learning experiences for PDS partners. || **Continuing Professional Development** A. -- PDS stakeholders collaborate to develop, implement and monitor teacher education across institutions. B. -- IHE and school faculty engage in crossinstitutional staffing. C. -- PDS partners identify and address professional development needs of faculty and interns. D. -- PDS partners provide ongoing support for all educators, including non-tenured and provisionally certified teachers || **Research and Inquiry** A. -- PDS partners collaboratively examine the action research/inquiry process. B. -- PDS partners identify the research/inquiry agenda based on the data-driven needs of the PDS. || **Student Achievement** A. -- PDS partners use demographic and performance data to modify instruction to improve student achievement. B. -- Representatives of PDS stakeholder groups participate on the school improvement team. C. -- PDS partners collaborate to plan and implement PreK-12 performance assessments and use outcomes to guide instructional decisions. ||  || We invited interns to join us for a Mock interview. Teachers and administrators from the four HCPSS elementary schools, and Human Resources worked with UMBC site liaisons and supervisors to interview and provide feedback to teacher candidates as they prepare for interviews at the end of Phase II. Artifact:invitation. || (A) Movie showing STEM lesson that was planned in collaboration with JHU APL and implemented by the 4th grade team at TSES.
 * II. Collaboration -**
 * **Teacher Preparation**
 * **Artifacts** || **Artifacts** || **Artifacts** || **Artifacts** ||  ||
 * (A and B)

(C) UMBC provided funding for a new management program being piloted at Thunder Hill. UMBC purchased books to teach the program to teachers and any interns working with those teachers. Laurel Woods also provided THES with 2 days of observing to see the program in action. ||  || (A) PDS stake holders used CFIP and Title 1 data to determine the areas of concept development needs in grades K-5 and developed games and interactive discussions for students and their families for Math Night. This picture shows UMBC intern, TSES teacher, parents, and students cooperatively working at a station. ||  || With the help of supervisors, liaisons and UMBC personnel, UMBC has developed a Supervisor Feedback form to be used by supervisors and mentors so that the feedback that is being provided is consistent and clear. ||  ||   || (A and C) This email was sent to grades 1 and 2 at Pointers Run Elementary regarding a professional development session. The session was conducted by a Howard County Math Coach with a focus on developing number routines in mathematics. During the session teachers and interns explored routines and best practices for implementation in math classes.
 * (A) Thunder Hill and several other Howard County Schools are partnering with UMBC staff to create an international teaching relationship with several elementary schools in Taiwan. Interns are participating in planning and implementing curriculum that engages the students in both countries with hands on learning experiences. [[file:Steam Agenda9.22.14.docx]] || This documents shows collaboration between HCPSS, BCPS schools and UMBC. We are using it to highlight Continuing Professional Development and to show how we all work toward a common goal. We had one school in HCPSS and one in BCPS interested in strategy outlined in the Book 1,2,3 Magic for Teachers. We had 3 HCPSS schools already implemented the strategy as part of their PBIS. UMBC purchased books for BCPS and shared resources from HCPSS schools, UMBC offered to connect educators to BCPS over the summer or have BCPS teachers visit their school. In HCPSS, we had several threads of collaboration. First, we had teachers from Guilford e-mailing key stakeholders at Thunder Hill to make recommendations for their pilot program. Then, we had teachers and interns from THES go see teachers and interns at Laurel Woods implementing 1,2,3 Magic. These teachers spent some time together answering questions and remained in contact via e-mail through the trial program. UMBC sat on the THES committee that implemented the trial and provided books for those teachers interested. We believe this shows our commitment to continuing professional development, providing equitable opportunities for all stakeholder participation and shows collaboration across sites toward this goal. [[file:PDS Liaisons meeting agenda_04202016_meeting notes.docx]] ||  || (A and C) This agenda was from a long range planning 1/2 day meeting at Thunder Hill. The focus was grade 4 mathematics and was run by Thunder Hill's Math Support Teacher. During this meeting interns were invited to collaborate and plan mathematics curriculum for quarter 1.[[file:2014-15MathPlanning Agenda.docx]] ||   ||
 * (A)

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 * This artifacts shows the newly created ESOL Pre-Internship Protocol and scoring rubric. UMBC and local LEAs worked together to create this protocol and jointly interview pre-internship candidates. The main purpose of this interview to is help the PDS schools make good matches between schools and interns/mentors. But also, UMBC and HCPSS professionals are able to work jointly and share perspective while discussing scoring criteria. This has had the added benefit of helping our PDS stakeholders understand each other as professionals. We believe this shows a collaborative effort and shared responsibility in evaluation of interns.