The Holmes Partnership Trilogy

This collection is useful for courses on teacher education, curriculum development, restructuring schools of education and teacher preparation, educational administration, principles of teaching and learning, school reform, teacher reform, ...


Publisher: Peter Lang

ISBN: 0820488321

Category: Education

Page: 332

View: 214


Tomorrow's Teachers, Tomorrow's Schools, and Tomorrow's Schools of Education are a collection of reports from the Holmes Group, and later the Holmes Partnership, addressing principles of teaching as a profession by focusing on the teachers' roles in the schools, the role of schools in communities, and the role and obligation of schools and colleges of education in the preparation of teachers. Tomorrow's Teachers (1986) outlines the principles of teaching as a profession, which include making the education of teachers rigorous and relevant, providing defensible standards of entry into the profession, and connecting schools of education with K-12 schools. Tomorrow's Schools (1990) covers the principles for the design of professional development schools including promoting more ambitious conceptions of teaching and learning, adding to and reorganizing knowledge about teaching and learning, ensuring responsible research and development is done in schools, providing professional development for veteran teachers and administrators to improve schools, creating incentives for college faculties to work in schools, and strengthening relations between schools and the broader political/social/economic communities in which they reside. Tomorrow's Schools of Education (1995) advocates a new core curriculum for all prospective education professionals and the necessary restructuring of the organization of schools, colleges and departments of education in research universities. This collection is useful for courses on teacher education, curriculum development, restructuring schools of education and teacher preparation, educational administration, principles of teaching and learning, school reform, teacher reform, research on teaching and learning, research on the development of schools.

Visions from Professional Development School Partners

Tomorrow's schools: A report of the Holmes Group. East Lansing, MI: Author. Holmes Partnership. (2006). The Holmes Partnership trilogy: Tomorrow's teachers, tomorrow's schools, tomorrow's schools of education. New York, NY: Peter Lang.

Author: Michael Cosenza

Publisher: IAP

ISBN: 9781641130394

Category: Education

Page: 373

View: 603


Rich clinical preparation combined with progressive experiences in professional development school (PDS) settings are proposed to bring about systemic and impactful transformation of educator preparation and professional growth in order to improve and enhance P-12 student learning. In this book, diverse authors describe their efforts to forge PDS partnerships to develop and deliver high quality training and practical experiences for candidates, and simultaneously provide professional development for experienced practitioners in ways that mirror recommendations found in authoritative reports and literature. The authors’ collective wisdom is vividly captured in the multi-voiced chapters that are collaborations between cooperating teachers, school administrators, county and district level administrators, university supervisors, and instructional faculty. The contexts authors write about are recognizable, and the accomplishments they experienced and challenges faced will resonate with institutions courageously undertaking change or renewal. The book will be invaluable to school and university faculty and administrators as they transition to a partnering model of clinical preparation for teacher candidates: it will help stakeholders decide if their schools and institutions are ready to commit to a partnership, and highlight the benefits they stand to gain, but realistically address challenges that may be faced by administrators and faculties as well as teacher candidates in the PDS enterprise.

A Pathway to PDS Partnership

Application of participatory action research to family–school intervention. School Psychology Review, 31(1), 106–121. Holmes Group. (2007). The Holmes partnership trilogy. New York, NY: Lang. Legal Dictionary. (2018).

Author: Emily Shoemaker

Publisher: IAP

ISBN: 9781641139151

Category: Education

Page: 165

View: 786


Professional Development Schools offer P-12 schools and universities the opportunity to create rich learning environments for students, teacher candidates, teachers, university professors and administrators. The creation of Professional Development Schools requires careful thought and planning by leaders from both institutions who understand the importance of a systemic approach to gathering information that will allow them to build strong, sustainable partnerships. This book is a practical, hands-on guide to exploring and assessing school and university readiness and compatibility to pursue a PDS partnership. The Professional Development School Exploration and Assessment (PDSEA) Protocol provides surveys and focus group interview questions that facilitate the identification of P-12 school and teacher preparation program qualities, characteristics and perceptions to determine institutional compatibility. Collaborative discussion and PDS planning templates provide guidelines for planning new PDSs. Assessment instruments used with the PDSEA Protocol are available online. The authors offer unique insights into Professional Development Schools based on their experiences as educators in elementary, middle school, high school and as university professors who have been active in Professional Development Schools for 13 years. In this book, they share their insights and practical ideas about what it takes to develop viable and sustainable Professional Development Schools. Developed over a period of 8 years in a study that involved three universities and 13 partner schools, the PDSEA Protocol will assist teacher preparation programs, P-12 school districts and individual school sites as they explore, assess and plan school-university partnerships.

Clinically Based Teacher Education in Action

The Holmes partnership trilogy. New York, NY: Peter Lang. Howard, T.C. (2003). Culturally relevant pedagogy: Ingredients for critical teacher reflection. Theory and Practice, 42(3), 173–180. Howard, T.C., & Aleman, G.R. (2008).

Author: Eva Garin

Publisher: IAP

ISBN: 9781648020032

Category: Education

Page: 339

View: 496


Teacher education in the United States is changing to meet new policy demands for centering clinical practice and developing robust school-university partnerships to better prepare high-quality teachers for tomorrow’s schools. PROFESSIONAL DEVELOPMENT SCHOOLS (PDSs) have recently been cited in national reports as exemplars of high-quality school-university partnerships in the clinical preparation of teachers. According to the National Association for Professional Development Schools, PDSs have Nine Essentials that distinguish them from other school-university collaborations. But even with that guidance, working across the boundaries of schools and universities remains messy, complex, and, quite frankly, hard. That’s why, perhaps, there is such diversity in school-university partnerships. For the last thirty years, educators have been fascinated yet puzzled with how to build PDSs. Clinically Based Teacher Education in Action: Cases from PDSs addresses that perplexity by providing images of the possible in school-university collaboration. Each chapter closely examines one of the NAPDS Nine Essentials and then provides three cases from PDSs that target that particular essential. In this way, readers can see how different PDSs from across the globe are innovating to actualize that essential in PDS development. The editors provide commentary, addressing themes across the three cases. Each chapter ends with questions to start collaborative conversations and a field-based activity meant to propel your PDS work forward.

Collaborative Models for Clinical Practice

The Holmes Partnership trilogy: Tomorrow's teachers, tomorrow's schools, tomorrow's schools of education. ... PDS collaboration as Third Space: An analysis of the quality of learning experiences in a PDS partnership.

Author: Philip E. Bernhardt

Publisher: Rowman & Littlefield Publishers

ISBN: 9781475858167

Category: Education

Page: 163

View: 819


This edited text provides readers a varied set of examples from teacher preparation programs that have established effective systems, practices, and/or pedagogies to develop and support mentor teachers and university-based educators in becoming effective clinical coaches.

Handbook of Research on the Educator Continuum and Development of Teachers

Holmes Group . ( 1990 ) . Tomorrow's schools : Principles for the design of professional development schools . Holmes Group . Holmes Partnership . ( 2007 ) . The Holmes Partnership Trilogy . Peter Lang . Holt , L. J. ( 2014 ) .

Author: Zugelder, Bryan S.

Publisher: IGI Global

ISBN: 9781668438503

Category: Education

Page: 666

View: 252


In light of recent sociological events and the COVID-19 pandemic, education has undergone an incredible change in both policy and delivery. As a result, many educators have sought different career paths. It is essential to maintain a concentrated effort to retain educators; however, recruiting teachers into the profession is only one area of focus; there must be intentional support for teacher development along the educator continuum in order to sustain the profession through institutional struggles. The Handbook of Research on the Educator Continuum and Development of Teachers expands on the body of research related to the educator continuum with a holistic view of teacher development. This book combines theory, concepts, and research studies that pinpoint facets of the educator continuum, providing researchers with scholarly contributions that advance the profession. Covering topics such as instructional coaching, special educator career development, and teacher retention, this major reference work is a valuable resource for educational faculty and administration, teacher colleges, educators of K-12 and higher education, pre-service teachers, government officials, teacher education administrators, libraries, researchers, and academicians.

Research on Teacher Identity

Holmes Partnership, The. (2007). The Holmes partnership trilogy: Tomorrow's teachers, tomorrow's schools, tomorrow's schools of education. New York: Peter Lang. hooks, b. (2014). Teaching to transgress. New York: Routledge.

Author: Paul A. Schutz

Publisher: Springer

ISBN: 9783319938363

Category: Education

Page: 251

View: 351


Understanding teachers’ professional identities and their development is key to unpacking teachers’ professional lives, the quality of their instruction, their motivation and commitment to teach, and their career decision-making. This book features a number of scholars from around the world who represent a variety of disciplines, scientific paradigms, and inquiry methods in researching teacher identity. By bringing these chapters together, this volume initiates active scholarly conversations and extends the boundaries of teacher identity research and practice. This collection of chapters provides significant insight into teacher identity and will be essential reading for pre-service and in-service teachers, teacher educators, school administrators, professional developers, and policy makers at various levels.

Changing Expectations for the K 12 Teacher Workforce

The Holmes Partnership Trilogy: Tomorrow's Teachers, Tomorrow's Schools, Tomorrow's Schools of Education (2nd ed.). New York: Peter Lang. Honig, M.I., Kahne, J., and McLaughlin, M.W. (2002). School community connections: Strengthening ...

Author: National Academies of Sciences, Engineering, and Medicine

Publisher: National Academies Press

ISBN: 9780309499033

Category: Education

Page: 223

View: 127


Teachers play a critical role in the success of their students, both academically and in regard to long term outcomes such as higher education participation and economic attainment. Expectations for teachers are increasing due to changing learning standards and a rapidly diversifying student population. At the same time, there are perceptions that the teaching workforce may be shifting toward a younger and less experienced demographic. These actual and perceived changes raise important questions about the ways teacher education may need to evolve in order to ensure that educators are able to meet the needs of students and provide them with classroom experiences that will put them on the path to future success. Changing Expectations for the K-12 Teacher Workforce: Policies, Preservice Education, Professional Development, and the Workplace explores the impact of the changing landscape of K-12 education and the potential for expansion of effective models, programs, and practices for teacher education. This report explores factors that contribute to understanding the current teacher workforce, changing expectations for teaching and learning, trends and developments in the teacher labor market, preservice teacher education, and opportunities for learning in the workplace and in-service professional development.

The SAGE Handbook of Research on Teacher Education

Unpublished doctoral dissertation, University of Washington. Haberman, M. (2011). The beliefs and behaviors of star teachers. Teachers College Record, 8–5. Holmes Partnership (2007). The Holmes Partnership trilogy. New York: Peter Lang.

Author: D. Jean Clandinin

Publisher: SAGE

ISBN: 9781526415462

Category: Education

Page: 1288

View: 347


The SAGE Handbook of Research on Teacher Education offers an ambitious and international overview of the current landscape of teacher education research, as well as the imagined futures. The two volumes are divided into sub-sections: Section One: Mapping the Landscape of Teacher Education Section Two: Learning Teacher Identity in Teacher Education Section Three: Learning Teacher Agency in Teacher Education Section Four: Learning Moral & Ethical Responsibilities of Teaching in Teacher Education Section Five: Learning to Negotiate Social, Political, and Cultural Responsibilities of Teaching in Teacher Education Section Six: Learning through Pedagogies in Teacher Education Section Seven: Learning the Contents of Teaching in Teacher Education Section Eight: Learning Professional Competencies in Teacher Education and throughout the Career Section Nine: Learning with and from Assessments in Teacher Education Section Ten: The Education and Learning of Teacher Educators Section Eleven: The Evolving Social and Political Contexts of Teacher Education Section Twelve: A Reflective Turn This handbook is a landmark collection for all those interested in current research in teacher education and the possibilities for how research can influence future teacher education practices and policies. Watch handbook editors D. Jean Clandinin and Jukka Husu and handbook working editorial board members Jerry Rosiek, Mistilina Sato and Auli Toom discuss key aspects of the new handbook:

Developing outstanding practice in school based teacher education

Holmes-Partnership (2006) The Holmes Partnership Trilogy: Tomorrow's Teachers, Tomorrow's Schools, Tomorrow's Schools of Education. New York: Peter Lang Publishing. Hoyle, E (1975) Professionality, Professionalism and Control in ...

Author: Kim Jones

Publisher: Critical Publishing

ISBN: 9781909682443

Category: Education

Page: 82

View: 751


This book is designed to help the growing group of school-based teacher educators and those based in higher education develop excellent professional practice across their institutions. The first part of the book provides personal challenges to teacher educators, helping them to develop their own identity beyond that of being a classroom teacher and to recognise the values, knowledge and practices that are unique to them as part of the international community of teacher educators. This includes how to develop their pedagogy to embrace the needs of their trainees, and a realistic approach to developing an academic and scholarly aspect to their identity. The second part of the book describes some of the themes that underpin outstanding provision in teacher education including a broad curriculum, an enquiry-based approach, building a learning community, developing reflective practitioners, having an ethos of high aspiration, evaluation of impact and strong partnerships. Theory and practice are closely linked throughout with illustrations drawn from a variety of different settings. This book is part of the successful Critical Guides for Teacher Educators series edited by Ian Menter.