Professional Development School Network

Professional Development School Network
Ann Arundel County Public Schools

PARK ELEMENTARY SCHOOL

Address:
201 E. 11th Avenue
Baltimore, MD 21225
Phone: (410)222-6593

School Principal:
Diana Lenzi

School Contact:
Angela Hood

Towson Contact:
Barbara Maestas
bmaestas@towson.edu

DESCRIPTION OF THE SCHOOL

Park Elementary is located in the Brooklyn Park community of Anne Arundel County. The school serves students in preK to grade 5. In addition to the traditional classrooms, the school houses a computer lab, science lab, and an art suite. Park Elementary receives federal funding that supports a full day kindergarten, the Reading Recovery ® Program, the Soar to Success program, and a computer lab technician.

The school has several outstanding programs that reinforce the achievements of the students. These include the LaFountaine Bleu Luncheon program; the Anne Arundel County Police Youth Activities program; and partnerships with Sun Trust Banks, the Lions Club and McDonald's. Park Elementary has received grants from the Washington Post, Young Audiences, the Cultural Arts Foundation of Anne Arundel County, and the Maryland State Arts Council. These grants allow the students to experience cultural assemblies and an artist-in-residence

MISSION STATEMENT

"In Unity With the Community"

HIGHLIGHTS OF THE COLLABORATION

• One of two schools in a multi-site professional development school for teacher candidates seeking certification in elementary or early childhood education in the Master of Arts in Teaching program.
• Park Elementary has joined with Maree Garnett Farring Elementary, in Baltimore City, to create a PDS whose goal is to share promising practices across school districts and to increase the level of effective teaching at both schools.
• This partnership allows the interns to complete an intensive internship in each school where the extensive internship will take place, prior to the final semester.
• Interns begin their immersion in the school community in their first semester in the program by completing course work at the school sites and by participating in the summer programs at the schools.
• Interns begin the first internship in August when the teachers return to school, learning about the students, the curricula, and the community.
• Following the initial intensive three-week block, interns spend three days per week in the classrooms full time and complete teacher preparation course work at the school sites.
• Interns spend the final two weeks of the first internship in the classroom full time, working with each mentor to develop plans for the extended final semester.
• In the extended final semester, the professional development needs of the interns are cultivated throughout the two 9-week rotations, one at each of the school sites. The experience and rapport that the intern acquired during the previous semester allows for the assumption of extensive responsibility for planning and instruction.
• On-site graduate courses are offered to the in-service teachers.
• School-based teachers serve on review teams for intern professional development portfolios.
• Interns implement an action research project with support from mentors.
• Interns at each school implement a service project for the school.

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