PDS Schedule and Components

Daily Schedule: Although this is flexible and individually evolving, throughout the year you will have one preparation period in common with your mentor, and one additional period for inquiry reading and writing – protect that daily hour. As you begin the year, you will work as a co-teacher in four instructional periods. Your initial period assignments below (order will vary):
  1. Mentor Prep
  2. Co-teaching with Mentor
  3. Co-teaching with Mentor
  4. lunch
  5. Inquiry Observing, Reading and Writing Time
  6. CTI – diverse student experience co-teaching
  7. Co-teaching in CTI or with Mentor
  8. personal prep
Collaborative Teaching Initiative (CTI): Interns serve as support teachers in specially designed inclusion classes with a heterogeneous mix of students: one third special education identified students, one third reading identified students, and one third non-identified students.
These classes are scheduled in various subject areas. Support is provided in learning to work with diverse student needs, using IEPs, planning curricular adaptations, reading and writing across the content areas, and co-teaching strategies. One of the first tasks interns complete is the synthesis of IEPs for identified students in the class to provide the teacher with a one page summary of the student’s needs and recommendations.
School Schedule and Absence Policies: Interns follow the school district schedule for holidays, vacation, and in-service activity, and school policies for absences. Professional activity days are provided upon request if appropriate. Please reflect in your Googledoc on this professional day experience. Every time you are absent, you must notify all of your co-teachers and your supervisors, Melissa and Veronica. Please submit email in advance of absence when possible. If you are taking a professional day, you are expected to email everyone you work with at least 48 hours in advance.
Please include
  • date(s) of absence
  • reason for absence:
    • Personal Illness
    • Professional Business (attending a workshop or conference, visiting another school to observe, release time to plan with mentor, interviews, etc.)
    • Chaperoning a school event or district activity (please give specific information)
Registration in University Courses
Interns will be registered into the PDS courses according to the table below:
SemesterUndergraduates and GraduatesUndergraduates OnlyGraduates Only
Fall (15 cr.)
LLED 411 sect 002
LLED 480 sect 002
CI 495E (6 cr)
LLED 420 sect 002
LLED 520
CI 595 (3 cr.)
Spring (18 cr.)
CI 495C sect 009
LLED 412w sect 002
CI 495G (9 cr)
LLED 512
LLED 596 (3 cr.)
CI 595 (9 cr.)
Summer (3 cr.)
CI 501
(Undergrads may graduate Sp - re-enroll as non-degree)
CI 501 as advanced standing undergrads
All interns must take the CI 501 course and will pay summer tuition for 3 credits in May/June of the internship year; please include this course in your financial planning. In previous years, interns have found it very difficult to take other courses during the school year. Please plan to complete all remaining degree/certification requirements in the summer to avoid additional stresses during the school year. Please feel free to talk to Jamie Myers for advice if needed. Also, another stress-related issue is part-time employment. We highly discourage outside work and encourage you to seek financial aid.
Inquiry structures
Our PDS has many structures for interaction. Through these structures, all participants can develop their knowledge about teaching and learning the language arts. These structures engage us in various forms of social reflection on our experiences, and on the experience of others provided in articles and books. The structures seek to create an interaction between practice and theory, not by forcing more theory into the classroom, but by building theory out of classroom experience in comparison to practice theorized by others in various readings/writings. Constructing knowledge through active participation in a community of practice is an entirely different experience from consuming generalizations about some activity or object in the world. We are most accustomed to education based on the latter as we chunk learning into classes and years, facts and concepts, lectures and tests, skills and practice, and sequences and hierarchies of learning that can only fit an idealized human experience.
Constructing knowledge takes more time and conversation than delivering already processed ideas. Teaching five classes a day makes it difficult to find the time to distill from experience important ideas, share those with others involved in similar experiences, then continually cycle back into action and reflection on these socially negotiated ideas. This process of constructing knowledge is supported by having mentors assigned to a shared PDS duty period for regular inquiry meetings.
The extra energy and time mentors invest in reflection with their intern, thinking aloud as they plan and evaluate, wonder together about students and possible future activities, prepare materials and lessons, debrief and preplan, are all important ways we enact an inquiry practice inour PDS community. We know that this investment provides high returns for students' language development, and the professional development of interns, mentors, consultants, and supervisors. When supervisors have had the opportunity to participate in classroom activity and reflection it has supported their thinking about pedagogy and literacy. It is unusual having this third person in the room also engage students in learning activity, meet to co-plan and co-assess student work, and share responses to professional readings. But, such activity helps the supervisors to move beyond being outsiders, to supporting the learning of interns and students.
Some of the PDS activities and responsibilities are required for interns and consultants, but are invitations for mentors. Mentors are always welcome to participate in all PDS activities and seminars.
The chart on the following page summarizes the principal activities of participants according to five inquiry processes: immersing, identifying, contextualizing, critiquing, and transforming (Beach and Myers, 2001).

English PDS Guidebook
Who’s Who in the PDS What is the PDS? Our PDS Mission PDS Beliefs and GoalsAn Inquiry Culture Literacy Theory PDS Roles: the Intern Intern Projects Mentor Responsibilities Consultant Responsibilities PDS Schedule and Components Goals and Activities