This three-part guide presents information and recommendations from the Massachusetts Professional Development School Network Steering Committee on how to develop a professional development school (PDS) partnership. Part 1 defines the PDS concept, presents a brief background account of its evolution, and discusses its potential for simultaneously…

This book presents a theoretical basis for Professional Development Schools (PDSs) as well as practical guidance for establishing, funding, and evaluating them. It offers a comprehensive view of the role that PDSs play in today's educational renewal efforts and insights about the potential that a quality PDS can bring to learning at many levels.…

Several factors may interfere with the effective collaboration between universities and K-12 schools, a key element in the process of establishing and operating professional development schools (PDSs). These factors relate to differences in school and university cultures and the impact of these differences on the respective faculties. Among the…

This booklet discusses the development of Professional Development Schools (PDSs), which are functioning public schools where school and university personnel collaborate to create exemplary learning environments capable of transforming both teacher preparation and pre-K-12 schooling. Benefits of PDSs include opportunities for school teachers and…

Some colleges of education and urban school districts have established collaborative Professional Development Schools (PDSs) to prepare teachers across the learning-to-teach continuum (pre-service to in-service to instructional leaders) to address the particular needs of low-income, culturally and linguistically diverse (LI/CLD) students.…

One of the goals of Professional Development School (PDS) programs is to provide preservice teachers with opportunities for developing in-depth knowledge and experience as they learn to teach (National Council for Accreditation of Teacher Education, 2001). A theme-based PDS adds value to the PDS program model because it allows faculty members to…

A recurring theme in the social literature is the perceived gap between what faculty in higher education view as the goals of and preferred methods for teaching social studies and those valued and applied by practicing social studies teachers. In 1990, Ohio State University began planning an intensive school-university collaboration in the form of…