A Case Study Of School Improvement By The Establishment Of Professional Development School (PDS)

Teachers are the subject of education reform, educational development and teaching practice and the school’s development is inseparable from the development of teachers, any education reform must meet the professional development of teachers if it want to be successful.The school is an ideal place for teachers to develop and improve,only teachers through the active participation that curriculum and teaching can promote effective improvement.Professional Development School (PDS) is the best teachers in training mode including pre-employment training, post-employment training, which conduct the combination of educational theory and educational practice closely, promote Schools Improvement effectively through Professional Development School(PDS).Based on the mode of operation of Chongqing S Professional Development School (PDS),we explore the theory about it how to get continuous function effectively to promote professional development of teachers,and clarify the relationship between School Improvement and Professional Development School(PDS).In practice, we analysis the achievement and the problems through the case studies,to provide practical level reference for School Improvement and teachers’s professional development for other primary and secondary schools,and to derive some useful inspiration for our teacher education reform.The research mainly includes the following aspects:Introduction part, it firstly elaborates the origin of the problem from the history background and the realistic conditions.Then put forward the important proposition through the documentation of the carding and analysis,and to interpret the core concepts. The second part is design of research, including research purpose, researchcontent,research ideas and methods,research of heavy and difficult to study,research selection,the main theoretical framework.The third part is the theoretical premise and assumptions of research, including both the theoretical basis and capacity-building consistency.This part is a combination of interviews, questionnaires and analysis of available information of the case, based on the theory of teacher’s professional development and teacher’s group dynamics to explore the capacity-building consistency,including both the Internal Energy like the energy of shared goals and vision, energy of leaders, energy of teacher’s professional development, the energy of the culture of school,and the External Energy like the energy of cooperation of universities and schools, the energy of support of government.The fourth part is the process and major findings of research, including the case presentation,achievements,dilemma.,problems,enlightenment and recommendations of Chongqing S Professional Development School(PDS).The study found that since the establishment of Professional Development Schools(PDS), Chongqing S primary school has acquired series of achievements, for example,the developmentof the cultural of cooperation between teachers, the promotion of the overall development of students,innovation of school,and so on, but also encountered some problems and demands,such as work pressure of teachers;increased workload; the theory need a long time to continue to explore and convert into practice;the teachers’ professional development activities need continued protection; the view from different expert,different department shoud be highly consistent.According to the status of its development, we propose some useful inspiration and suggestions for future development. Such as we hope to improve the quality and efficiency of cooperation between universities and primary and secondary schools in the future;coordinate teacher education with the development of basic education reform; apply school-based training correctly, and promote the professional development of teachers; understand the school reform and development goals correctly, give full play to the school function;adjust the professional development of teachers in the arranged school activities according to subject characteristics and academic teacher recommendations;arrange some teachers’ professional development activities of the school, in addition to the need to promote the professional development of teachers, but also should pay attention to teachers’ professional emotional training, improve teachers’ professional identity.The fifth part, the conclusions of research, including the Professional Development School (PDS) help to promote the improvement of school and School Improvement has an impact on Teachers’ Professional Development School (PDS). Professional Development Schools(PDS) achieve the School Improvement by promoting the overall development of students, promoting the professional development of teachers, formating culture of development cooperation betwee-n teachers.Also, the improved school shoud be feedback to the process of Professional Development Schools(PDS),and supervise the policy adjustments of Professional Development Schools(PDS),then achieve an impact on the Professional Development Schools(PDS).