2012-2013 Executive Council & Board of Directors Nominees
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Evelyn Perry My work with Professional Development Schools began in 1995 when Maryland introduced PDS to its universities and public school systems. I was privileged to participate in drafting the Maryland PDS Standards. My collaboration with PDS has been as a university stakeholder seeking to establish that collaborative relationship among the university, the school district and public schools. Having served as para-professional, classroom teacher, school-based administrator, teacher recruiter, university professor and director of PDS partnerships, I see the benefits and impact of PDS from varied perspectives. My diverse professional experience has provided me a valuable insight into how, through the implementation of PDS Standards, universities and public schools can align their philosophies, develop and enhance the skills of pre-service and in-service teachers, and positively impact the academic achievement of PreK-16 students. As president-elect of the National Association for Professional Development Schools, I would work to meet the needs of the membership through collaboration, communication, and consensus. As director of school-university partnerships, I know that joint efforts to develop effective partnerships rooted in a collaborative culture have developed a network of partnerships that readily shares ideas, information, and knowledge with each other; promoted improved program effectiveness at both the university and school levels; and supported professional relationships that foster open and honest communication. Through attendance at PDS National Conferences, I have seen how the work of the NAPDS and the work of PDS at the state and school district level are synonymous--engaging effective practice through collaborative school-university partnerships. Bio Dr. Evelyn Perry is Director of Professional Development School Partnerships for Morgan State University's Department of Teacher Education. She has been coordinator, presenter and facilitator for professional development including the Historical Black Colleges and Universities Retention Conference and the Maryland Professional Development School State Conference, and attends the PDS National Conference. Evelyn has served on the Baltimore City Community College Teacher Education Board, Maryland State Department of Education Professional Development School Assessment Team, and Morgan State University Student Learning Assessment Team. Sharon Smaldino Since joining the NAPD at its beginning, I have been involved in various aspects of the association's work. I have encouraged colleagues who work in our university PDS programs to attend and present at the national conference. Each year I arrange for a contingency of teachers, administrators, and faculty to attend the PDS National Conference. In addition, I have served on the editorial board of the School-University Partnerships journal when it began publication. Working with one of our PDS teachers, we facilitated the process for reviewing and responding to the manuscripts submitted for consideration. We felt honored to have been chosen to be among the first to engage in one wing of the scholarly work of the association. I arranged for members of the college and district leadership to attend the NAPDS Leadership Forum in August 2008. At that meeting, the Nine Essentials of PDS were distributed. Working with the leadership team representing our first PDS, we collaborated on how we could use that guide to enhance our partnership. One result of that work was an expansion of our PDS efforts within the district to include additional elementary and secondary schools. I have served in leadership roles in other professional organizations, on the boards of directors and as president. I believe that a strong association is the result of the contributions of its members to advance the mission and vision. The NAPDS is one with a clear outlook for the advancement of the Professional Development School philosophy and quality education for all! Bio Sharon Smaldino holds the Morgridge Endowed Chair for Teacher Education and serves as Director of the College of Education Partnership Office at Northern Illinois University. She collaborates with faculty and P-12 educators to support student achievement and candidate preparation. Presenting at national and international conferences, Sharon has focused on the value of partnerships to enhance education for teachers and students. In addition, Dr. Smaldino has leadership experience in other national associations, worked on several grants that identified partnerships as an important aspect of ensuring quality learning experiences, and has served on the editoral board for School-University Partnerships, the NAPDS journal. _________________________________________________________________________________ Ronald S. Beebe Over the past ten years, my involvement with Professional Development Schools has focused primarily on the impact ot classroom-based research on improving the teaching of both interns and mentor teachers as well as the learning outcomes of students. Initially, I worked with colleagues in the MUST program at Cleveland State University to support interns through the process of developing and conducting meaningful research using evidence-based practices, and encouraging them to submit their research for publication. Several of these students also were co-presenters at regional and national conferences. During this time, this work has been recognized by the Holmes Partnership, the AERA Professional Development School Research SIG, as well as NAPDS, in addition to being presented and published in several venues. The collegial partnership begun at CSU has continued in the form of an editorial team that has recently been named to oversee School-University Partnerships. Since moving to the University of Houston-Downtown, I have continued this work by extending the focus of classroom-based research to issues of social justice related to urban teaching and learning contexts. Further, I have been working with several districts in the greater Houston area to develop "Professional Development School Districts" using the basic PDS model but extended to focus on the specific needs of entire school districts and address those identified needs through focused classroom-based research to support teaching and learning outcomes. I believe this focus on developing a solid research base for PDS work can provide a solid vision for the future of NAPDS. Bio Ronald Beebe, Ph.D. teaches classroom-based research, educational research design and methodology and statistics at the University of Houston-Downtown. He serves on the editorial boards of the Journal of Teacher Research, Online Yearbook of Urban Learning, Teaching, And Research, and School-University Partnerships and has served as a reviewer of several texts on educational research and teacher action research. His work has been recognized by the 2011 NAPDS Award for Exemplary Proessional Development School Achievement, AERA 2011 Claudia M. Balach Teacher Researcher Award, and Holmes Partnership 2008 Zimpher Award for Best Partnership, Masters of Urban Secondary Teacher [MUST] Program. Missy Bennett As a veteran educator of both K-12 schools and the University College of Education, I bring a collaborative work ethic to the NAPDS Board of Directors. It was through my work with university students, while I was still a public school teacher, that I helped to establish the first secondary level partnership work with Georgia Southern University. I was hired by the university to serve as a liaison to coordinate the work of teacher candidates in a local high school where I taught. In 1993, I held one of the three original positions which became known as the school-based clinical associate with Georgia Southern University. Those unique positions have grown in number from three to seventeen and form the backbone of multiple, highly-valued partnerships with the university. In addition, I have served as a member of the University Partnership Council since its inception, assisting with decision-making in planning, implementing, and evaluating all areas of partnership work. From my years of experience as a high school teacher and through my many years of experience at the university level, I bring an understanding of the diverse cultures which exist in each of these arenas and the challenges associated with each. As a university professor, I wear many hats: program coordinator, teacher, researcher, university supervisor, grant writer, colleague and mentor. In each of these positions, I am engaged collaboratively with my colleagues in public schools as we prepare future educators for the teaching profession. I hope that my diverse experiences---both in the public schools and at the university level---offer a new and different view of school-university partnerships and can help to strengthen the work of the National Association for Professional Development Schools. Bio Missy M. Bennett, Ed.D, is a veteran educator with twenty-eight years of teaching experience, including fourteen years as a high school science teacher in the public schools of Georgia, followed by an additional fourteen years as a university educator. Currently, she serves as an associate professor and program coordinator of the MAT programs for Middle and Secondary Education at Georgia Southern University. Missy has served for many years as a university field associate, working in local high school partnerships where she has supervised teacher candidates, conducted collaborative research, and planned and conducted professional development for faculty in the schools. Linda A. Catelli I have been a member of the NAPDS since 2006 and I have supported its vision and mission over the years in many different ways. I have attended and contributed to the annual PDS National Conference by engaging PDS faculty, students and administrators in team presentations of research projects that further the PDS mission and its research. I have publicized the PDS concept through national and international speaking engagements and publications and by conducting PDS research with colleagues from Slovenian schools and universities. I have a long and successful track record of over 30 years in directing innovative school-university partnerships in the New York City area, as well as directing PDS partnerships on Long Island in New York. As America confronts numerous educational challenges in the coming years, I strongly believe that the NAPDS can take a leadership role to significantly change and reform the education system and improve education for all. I would like to have the opportunity to serve as a member of the Board of Directors during this period of time and help steer the NAPDS toward a greater and more visible leadership role in renewing American education. Bio Linda A. Catelli is a Professor at Dowling College and director of the PDS Partnerships. She was nationally recognized as a pioneer in school-college collaboration by the AAHE and received the Faculty Achievement Award from CUNY for creative work in school-university partnerships. She has published numerous articles, chapters, and books on education and PDS partnerships, and she has made over 80 research paper presentations at national and international conferences. She recently authored "What's Needed Now" in PDS evaluation and research in the prestigious NSSE Yearbook 2001 and she strongly believes in NAPDS as a leader in education reform-renewal. Lisa E. Johnson I am Senior Associate to the Dean in the Richard W. Riley College of Education and director of the Winthrop University-School Partnership Network. I began my career as an elementary school teacher in Raleigh, North Carolina. After receiving a master's degree in elementary education and mathematics, I pursued and was awarded National Board Certification as a Middle Childhood Generalist. I then earned a Ph.D. and became a faculty member at Winthrop University in the Center for Pedagogy. I have taught foundations in education, instructional technology, core issues in education, and reflective practice. I use my experiences as a classroom teacher to guide my work as a university supervisor with senior year interns. I moved into an administrative role in 2009 as Senior Associate to the Dean focusing on graduate programs, grants and research, and faculty development. After writing and being awarded a $7.5 million Teacher Quality Partnership Grant, I now serve the grant full time as the Winthrop University-School Partnership Director. The Network consists of 26 schools in nine school districts along with state and community partners. I facilitate the management structures of the Network including the Grant Management Team and Partnership Advisory Council. Through my role as Director, I led the transformation of the university's core teacher preparation program that now consists of a 1200 hour, field-based core curriculum focusing on assessment, climate, technology, literacy, and diversity. In addition, I have managed the implementation of a year-long internship and a birth-to-five mentor model to support teacher candidates and induction teachers. Bio Dr. Lisa E. Johnson, Senior Associate to the Dean in the Richard W. Riley College of Education, is director of the Winthrop University-School Partnership Network. Johnson has a Ph.D. in Curriculum and Instruction from North Carolina State University and has taught multiple courses in teacher preparation and professional development. Dr. Johnson conducts research on teacher dispositions and has published articles in journals such as Teaching and Teacher Education, Journal of Moral Education, and Journal of Research in Education. She is author of Developing Dispositions: Examining Mentors and Beginning Teachers. Dr. Johnson has written and received several grants including NetSCOPE, a $7.5 million Teacher Quality Partnership Grant. Marcy Keifer Kennedy My name is Marcy Keifer Kennedy and I am the Director of the Center for PDS Partnerships in The Patton College at Ohio University. I have held this position since the 2008-2009 academic year and with much support, I have watched our Center grow from five active PDS partnerships in three local districts to eleven active PDS partnerships in six rural districts across Southeastern Ohio. In recent years, I have enjoyed presenting at the PDS National Conference about the recent advances in our PDS partnerships. These presentations have included our teaching/reading fellows programming, candidate-led intervention programming, and a program on place-based education. These experiences have confirmed that I could offer a unique perspective to the NAPDS board. With my entire job dedicated to the development and overseeing of the PDS Partnership programming, I am afforded the luxury of spending a great deal of time working in our local schools and working on campus with faculty. With the PDS programming as a required year-long clinical experience for over 200 teacher candidates in our college each year, the ability to focus all my efforts on these important relationships has greatly strenghtened our ability as partners to make an impact on P-12 student learning. I also have collaborated in data collection efforts with Eduventures' Schools of Education Collaborative, Boston, MA, and provided organizational supprt in data collection efforts. I am hopeful that I will be able to share some of these ideas and experiences with you. Bio Marcy Keifer Kennedy is Director of the Center for Professional Development School Partnerships in The Patton College of Education and Human Services at Ohio University. A faculty member since 1999, she holds the B.S. in Early Childhood Education and the M.Ed. in Special Education from Ohio University. As Center Director, Kennedy oversees the operations of eleven active PDS partnerships, serving over 200 candidates and their cooperating teachers, twelve Graduate Teaching Fellows and twelve PDS Liaison teachers each year. With teachers and Ohio University Teaching Fellows, Kennedy has been a presenter at the PDS National Conference since 2009. Peggy Lewis If I were to create a picture to reflect my work in education, it would be a composition of textures and colors. I have taught at the elementary and middle levels, was a national educational consultant and a resource teacher for both gifted and remedial students, and now work at the university level with Professional Development Schools and pre-service education. My work has helped me develop an inclusive perspective of education. Work on both coasts and in the Midwest has shown me the similarities that exist in education across the country and made me sensitive to differences in our local communities. Having served as an elected member of a school committee, I experienced education from the governance side as well. I have been a member of the NAPDS Awards Committee for the past 3 years. One of my strenghts contributing to success in each of these positions is my commitment to what I do. No one has ever told me that I sit quietly and let others do the work. I am recognized for my ability to engage others while being a good listener. I work to find a compromise, but do stand up for my beliefs. I have been commended for my relationship building skills and understand the importance of teamwork. In my position, I maintain a strong connection to the schools while working in the university, constantly learning about and finding ways to resolve issues relevant to both. Bio In her current position, Director of Schools Network at Ball State University, Peggy draws on teaching and leadership experiences from across the country that include teaching at the elementary and middle levels and resource teaching in gifted and remedial education. She consistently presents at national conferences speaking to the PDS context. Others recognize Peggy for her dedication and commitment to education as well as her enthusiasm for the importance of Professional Development Schools. Peggy looks forward to contributing more to NAPDS and would be honored to serve on the Board of Directors. Wendy A. Paterson In 1997, I was first assigned to teach a literacy methods course in a PDS school for Buffalo State College in New York State. My first question was "What is a PDS?" From that point to my current role as Dean of a School of Education in a mid-size independent college, I have had the privlege of developing my career as a leader in teacher education through my participation in and leadership of PDS, which I consider the superior model of teacher education. Over the past 18 years of my career as a professor, a chair and now a dean, I have truly "lived" the nine essentials. The following bullet points detail selected evidence of my PDS leadership:
While there is still much to be done locally, I hope to continue my record of leadership in PDS at the national level. Bio Following a thirty year career in P-16 education, Dr. Wendy Paterson became the Dean of the Ralph C. Wilson Jr. School of Education at St. John Fisher College in Rochester, NY. Prior to that, she was the Chair of Elementary Education and Reading at Buffalo State College for six of eleven years with the department. During her tenure there, the Professional Development Consortium grew to become a model of national stature. A full professor who has held leadership positions in faculty governance, diversity initiatives, academic excellence and strategic planning, Dr. Paterson is an internationally recognized scholar and authority on single parents, literacy and teacher education. Drew Polly I am interested in serving on the NAPDS Board of Directors to give back to an organization that has benefited myself, as well as my colleagues at UNC Charlotte. I started doing PDS work in 2007, in my second year as a faculty member here. We have had active PDS partnerships with 6-9 schools for nearly two decades now, but there was definitely a need to formalize our work here. The NAPDS, through the PDS National Conference, networking, and the publishing of the Nine Essentials, has given us opportunities to learn from other PDS networks, as we each shared our success stories and struggles. In terms of my potential contributions, I am interested in providing more electronic resources about PDS, through the use of the Facebook group, listservs, or a web-based index of PDS networks. I truly believe that the more the PDS networks communicate with one another, the better off each of us will be. My passion and excitement in my work resides in serving as an advocate of teachers and students (both PK-12 and university students). The current high-stakes climate in PK-12 schools and universities calls for us to think outside the box about how we create sustainable partnerships that benefit everyone involved. In terms of past leadership experiences, I have served as President of the Teacher Education Division for the Association of Educational Communications and Technology (2007-2009) and also as the Program Chair for the state mathematics conference (2009-2011). I'm looking forward to serving the NAPDS membership. Bio Drew Polly is an Assistant Professor in the Department of Reading and Elementary Education at UNC Charlotte. Drew's primary role is to conduct research, teach courses and support local elementary school teachers related to mathematics teaching and the integration of technology. Drew has published over two dozen articles and book chapters and given over 50 presentations at national and international conferences. More information can be found online: http://coedpages.uncc.edu/abpolly Susan Syverud If elected to the Board of Directors, I bring experience in teaching, scholarship, and service regarding my involvement in the University of North Florida's (UNF) multi-school Urban Professional Development School (UPDS) partnership with Duval County (Jacksonville, FL) Schools. This partnership has won two national awards--2003 Distinguished Program in Teacher Education Award from the Association of Teacher Educators and the 2009 Exemplary PDS Achievement Award from the NAPDS. Since Fall 2005, I have served as a "Professor in Residence," at UPDS Woodland Acres Elementary. As a Professor in Residence, I hold my literacy methods for exceptional learners courses at Woodland Acres where my pre-service literacy methods students provide a "saftey net" to first and second grade struggling readers under my guidance and supervision. To further impact student achievement at Woodland Acres, I collaborate with our onsite Clinical Faculty member to prepare condidates who enroll in a diversity course to tutor struggling learners in a subject matter that is determined by the principal and based on the needs of the children. I also provide professional development workshops to our UPDS partners as needed and serve in diverse governing roles--literacy coach, leadership team member, and steering committee member. I have collaborated on 6 national presentations and have co-authored a manuscript that shares the results of an empirical investigation of our reading safety net provision. In addition, I have hosted numerous community leaders and university donors at Woodland Acres Elementary to showcase our UPDS work. Bio Dr. Susan M. Syverud is an associate professor in the Department of Exceptional Student and Deaf Education in the College of Education and Human Services a the University of North Florida. Since Fall 2005, she has served as Professor in Residence at the Urban Professional Development School Woodland Acres Elementary, Jacksonville, Florida where her pre-service literacy methods students provide a safety net for struggling first and second grade readers. Her research interests include preventing reading failures, remediating poor academic achievement of struggling learners, and preparing highly qualified educators within an urban Professional Development School model. Sally Valentino-Drew My commitment to the work of NAPDS is my primary professional focus—my teaching, research, and service are organized around the vision and mission of PDS initiatives. As university facilitator of a district PDS partnership at Central Connecticut State University for the past five years, I believe the work of the PDS can ground all other work in teacher preparation and K-12 student learning. Bio Sally Valentino Drew is a faculty member in Teacher Education at Central Connecticut State University (CCSU) and university facilitator of a district PDS. Her teaching experience includes preschool, intermediate, and high school classroom teaching positions in Massachusetts and Connecticut. She has received Excellence in Teaching Honors in 2007, 2008, and 2010 at her university. She provides consultation to districts across the country. She regularly presents at national conferences including the PDS National Conference, and has authored several peer-reviewed articles in literacy and PDS initiatives. Sally is currently a doctoral student at the University of Connecticut in Educational Psychology; she received a Dual BA in Public Relations and Women's Studies and MS in Elementary Education from Syracuse University. Gary L. Willhite Over 20 years ago, I became involved with PDSs while in my doctoral program at Kansas State University. In 1992, I was given the opportunity to work at Lewis-Clark State College in northern Idaho, to completely revise its education program. Based on best practices, the college put into practice a yearlong internship program that partnered the college methods instructor with the classroom teacher to provide quality experiences for each constituent with the opportunity for professional development--a Professional Development School. Serving as the Coordinator of the Elementary Program I had responsibility for implementing the internship and designing the semester prior to student teaching into an integrated block of methods courses. This collaborative effort of seven instructors modeled integrated collaboration as the instructors co-planned, co-taught and partnered with local schools. While at Southern Illinois University Carbondale (SIUC - 1999-2008), I was instrumental in the development of a Teaching Internship program for undergraduate elementary education and special education majors and served as the PDS--university liaison for our university-school partnership. Currently at the University of Wisconsin La Crosse (UWL), I am involved in the work of a secondary PDS and responsible for growing our PDS partnerships in other districts. I have been and am an instructor in the PDS setting, have chaired a PDS site council, have served and serve as a member of PDS Advisory Boards (SIUC and UWL) and have served NAPDS on the awards committee for exemplary PDSs. Bio Gary L. Willhite is a Denver native who has had the opportunity to influence education not only at the district level but also at the state and national levels. His diverse educational background - from English teacher and curriculum director to a university elementary education coordinator and secondary methods instructor - has provided him with a broad perspective of the needs of school-university partnerships. He has designed and implemented PDS based year-long internships at the elementary and secondary levels and currently works to expand the PDS partnerships of the University of Wisconsin La Crosse. K. Richard Young My career has given me a broad range of educational experiences. I have taught in public schools at the preschool, elementary, and secondary levels. I have worked as a school principal and district administrator. I was professor at Utah State University and Brigham Young University (BYU). For the past eight years I have served as dean of the McKay School of Education at BYU and a member of the board of governors BYU-Public School Partnership (BYU-PSP). The BYU-PSP consists of five school districts that educate one-third of the school children in the state of Utah. As a university faculty member most of my research has been conducted in public schools. Many of my publications have been co-authored by teachers and/or principals that have participated in the research. My entire career has been built on collaborations with schools. I believe strongly in the concept of "simultaneous renewal;" education is best advanced by public schools strengthening universities, while universities build up public schools. During every one of my 28 years in higher education I have been involved in a collaborative project with public schools. I know and understand school-university partnerships. I believe I am now in a position to assist the National Association for Professional Development Schools to continue to grow and expand in its important work. Bio Richard Young, Ph.D., is dean of the David O. McKay School of Education at Brigham Young University and professor in the Department of Counseling Psychology and Special Education. He has 40 years of experience working with high-risk youth and has directed several major research projects. His specialty is development and implementation of programs for at-risk students. Dr. Young has published research focusing on applied behavior analysis, self-management, social/emotional development, and personnel preparation. He has published several books, book chapters, and many articles in professional journals. His most recent co-authored book is Positive Behavior Support in Secondary Schools (2011). Ginger L. Zierdt As Director of the Center for School-University Partnerships at Minnesota State University, Mankato, I would be honored to serve the NAPDS as a member of the Board of Directors. In helping steward the future of NAPDS, I will bring substantial experience in partnership development, sustainability, and innovation within teacher education. I have participated in the PDS National Conference as a presenter/co-presenter in 2005, 2006, 2010, and 2011. In 2009, I co-authored "Professional Learning Communities in Partnership: A 3-year Journey of Action and Advocacy to Bridge the Achievement Gap," published in School-University Partnerships: The Journal of the National Association for Professional Development Schools. Under my leadership since 2004, our multi-district PDS (including one rural network of 54 P-12 school sites and an emerging metropolitan network of 5 P-12 sites) has successfully accomplished a robust slate of goals including: 1) Creation of 3 multi-district/multi-university PDS Learning Communities to address unique school and community needs, 2) Creation of an 18-month PDS Leadership Institute series, 3) Drafting of legislative white papers on policy issues impacting our PDS network, and 4) Procurement of a $6.25 million innovation grant, awarded to the PDS, to lead and transform our teacher-preparation program to guarantee the effectiveness of the teachers we prepare. My vision for the NAPDS includes advocacy for expanded rural PDS networks, most essentially focusing on the development of highly-effective clinical practice partnerships. Additionally, my vision includes the crafting of a national PDS Leaders Academy designed to nurture and inspire practices that will facilitate cultures of positive change. Bio Ginger Zierdt has been the Director of the Center for School-University Partnerships at Minnesota State Mankato since 2004, and is an Associate Professor in the Department of Educational Leadership. In 2009 she was appointed Project Lead/Principal Investigator for the Bush Foundation Educational Achievement Initiative grant awarded to the university. In 2011, Zierdt was appointed Interim Chair for the Department of Elementary & Early Childhood and taught second grade and kindergarten within a public school district between 1990-2000. Zierdt received her Ph.D. in Higher Education Administration from the University of Nebraska.
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