Teacher Effectiveness & Student Engagement Programs (Professional Development)
Pace University School of Education brings together the expertise of faculty and professional staff to promote innovative programs and practices to improve teacher effectiveness and student engagement programs throughout the New York metropolitan area. Through partnerships and programming with regional schools, Pace University acts as a pathway for the critical exchanges and conversation between administration and teachers to study and promote the best practices for teacher effectiveness and student achievement. There is a natural connection between the schools we serve and the way those schools support Pace School of Education candidates’ student teaching practica experiences.
Participating schools provide a future model for a true community of learning, and exchange of ideas and strategies between administrators, teachers and School of Education candidates. Through this program, we strive to bridge the preK-16 continuum by promoting excellence among regional teachers, who in turn, provide invaluable mentorship and guidance to the School of Education candidates as they complete student teacher assignments and practica.
What We Offer to Regional Schools & Communities
Pace faculty and staff offer their rich background in educational theory and practice and a focus on the cutting edge knowledge required to maximize learning and achievement for all students. With the mission of graduating highly effective teachers, the Pace School of Education community is committed to supporting the field through collaboration and development of research-based instructional models. In addition, we offer student engagement programs to enrich course offerings and instruction in partner districts.
Learn more about our work:
The School of Education offers professional development for staff at all levels of the school community: teachers, principals and administrators. We work with districts to connect achievement in student learning through effective instruction. Principals are key to teacher effectiveness and student learning. Administrative consistency in an approach to observation and evaluation through building community of administrator consensus on what to look for or encourage in the classroom and provide professional coaching to educators in their leadership role. This role has emerged as the most significant activity for principals/administrators focused on student learning: foster a culture of continual instructional scrutiny for student learning, achievement, data collection and analysis, and collaboration for student achievement.
Developing Effective Teaching Practices and Peer-Coaching Protocols
The School of Education works to promote teacher effectiveness with schools and districts throughout the New York metropolitan area. For example, we are working with the Ossining and Peekskill schools to build capacity and support greater teacher effectiveness using TeachLivE Avatar technology. This effort serves as an important example of the collaboration and connection between higher education and K-12 education.
In Ossining, we are working with a corps of Nationally Board Certified master teachers to build a robust understanding of the teacher practices identified in the NYS teacher evaluation system and developing their use of questioning techniques identified in Domain 3 of the Danielson Teacher Evaluation Framework. By enhancing their own personal professional development through use of the lab and discussion, teachers in this district are developing their capacity to in turn, serve as peer coaches for colleagues who will also be evaluated by the new teacher evaluation system.
Our work in Peekskill is focused on the administrative practices needed to build a leadership community by creating opportunities through consistent and productive teacher evaluations to drive student performance, thinking and engagement. “I will be clearer in my feedback,” said one participant, while another noted the need to “provide more details in observations and post-observation conferences.”
Pace Inquiry Learning Collaborative, through the Teacher Learning Quality Partnership
This program connects School of Education and Dyson faculty to secondary teachers from a variety of schools, subject and experience levels to promote collaborative student-teacher inquiry learning; that is, engaging in a mutual process of questioning, ‘evidence gathering’ and reflection. Thirty-five teachers from Bronx High School for the Visual Arts, Millennium High School, Peekskill High and Middle schools, and Sleepy Hollow High School participated in the program and most shared the results of the work at a May 2013 conference.
The School of Education at Pace University offers webinars to help educators and other academic professionals increase their knowledge and skills. These sessions can help educators become more effective in an educational climate that is constantly changing and shifting.
In Spring 2013, we began our “Technology Literacy: New Literacies Webinar Series,” presented by Professors Fran Falk-Ross, PhD, and Peter McDermott, PhD. This series introduced teachers to the best webtools and emerging technologies for a variety of classroom uses and allowed educators to become more fluent in new literacies. Each session incorporated how these tools and new literacies relate to the Common Core requirements, with practical applications and tools that can be used in the classroom immediately. Click to access an archive of this series.
The core of the School of Education’s work in this area of education is student engagement: teacher effectiveness and administrative excellence comes down to this fundamental key to learning and achievement. We have engaged with students directly in two districts, Croton-Harmon and White Plains, with eight sessions of Science Saturdays. These three-hour science workshops serve as enrichment opportunities in science lessons such as computer coding, environmental education and chemistry. Expanding into a second district has allowed the program to reach nearly double the students, with incredible feedback. “It was interesting and instructive and it told me how to do advanced coding,” wrote one sixth grade student. “Interesting, creative and computrative (I made up that word),” decreed a fifth grader, following a computer and coding workshop.
In 2012-13, we reached five times more teachers and administrators in our professional development activities and almost twice as many K-12 students through our engagement programs over the previous year.
In 2012-13, we hosted several professional development series for school personnel in Yonkers:
- Middle School Teacher Series
- Assistant Principal and Principal Series
- Strategic Planning Series for Administrators
These sessions focused on topics as diverse as stimulating student cognitive engagement to observing teachers to create more action-based plans for improvement. These activities reached nearly 300 staff and administrators in the Yonkers City School District—the fourth largest in New York State.
In 2012-13, we hosted several other professional development opportunities:
- Provided a workshop, “APPR and Beyond: Implications for Student Achievement” for Mount Vernon School District on opening day
- Workshops for the Pace University School of Education Liberty Partnerships Program Coordinators in personal learning plans, community based learning and CCLS for urban high school students in New York City.
- Ensuring Learning for All Students One-Day Conference on May 22, 2013, co-sponsored by the School of Education, regional BOCES and RSE-TAC, merged research and practice with voices from the field and strategies to transform students who struggle into those who succeed. Nearly 200 regional educators attended participants at this regional conference. Click for more information and resources shared during this conference.