Focusing on the Pre-K to Grade Four Literacy Learner in Professional Development Schools.

This paper discusses the collaborative planning, implementation, and assessment processes that are shifting the educational focus in public schools and teacher education programs from how teachers teach to how children learn. It emphasizes,the second year of a 3-year grant, in which a university and public school district are attempting to improve student achievement, provide faculty development, and field base pre-service teacher education through implementing the Northwest Texas for Professional Development and Technology Program. The collaborative's vision of early childhood and elementary education is based on educational practices that are developmentally appropriate, value cultural and linguistic diversity, and recognize the social nature of learning. This paper describes the planning, demographics, impact on student achievement, impact of pre-service education on students, and impact of professional development on students in one school district. Snapshots of interviews with faculty, classroom observations, influence on individual schools, and district impact are provided. Keys to this effort's success include valuing all participants from day one, consistently giving all participants voice and choice, teaming, having administrators who are willing to empower all faculty members, and focusing on public school students and learning. (Contains 23 references.) (SM) Reproductions supplied by EDRS are the best that can be made from the original document. cNi cr.) Focusing on Pre-K to Grade Four 1 Focusing On the Pre-K to Grade Four Literacy Learner in Professional Development Schools U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) a This document has been reproduced as received from the person or organization originating it. 0 Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. Wayne M. Linek Charlene Fleener