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Michelle L. Damiani; Cathy A. R. Brant – School-University Partnerships, 2022
The purpose of this article is to extend the literature around reflective practices in PDS. In this article, the authors discuss their experiences, as novice Professors in Residence (PIRs) engaging in Professional Development School (PDS) work, using dialogic e-journaling as a collaborative space to process and reflect on professional practice…
Descriptors: Journal Writing, Electronic Publishing, Professional Development, Communities of Practice
Burns, Rebecca West; Jacobs, Jennifer; Allsopp, David; Haraf, Samantha; Baker, Wendy; Johnson, William Woodland, III; Bellas, Amanda; Perrone-Britt, Francesca; Izzo, Melissa; Hailey-Brown, LaTiecea; Krein, Dustin; Wichinsky, Lillian – School-University Partnerships, 2019
Since their conception in the mid-1980s, Professional Development Schools (PDSs) have been seen as vehicles for the simultaneous renewal. Each year, the National Association for Professional Development School (NAPDS) selects PDSs that are exemplars of the NAPDS Nine Essentials. The purpose of this article is to share the comprehensive design of…
Descriptors: Partnerships in Education, Professional Development Schools, College School Cooperation, Elementary Schools
Coon-Kitt, Mary Jayne; Lloyd, Gwendolyn M.; Wolkenhauer, Rachel; Badiali, Bernard; Bauer, Deirdre; Davenport, Ali; de Carle, Andrea; Dewitt, Kristin; Higgins, Mary; Hutchinson, David; Lynch, Courtney; McDonald, Christine; Reitz, Nicholas; Titus, Nicole – School-University Partnerships, 2019
The Pennsylvania State University [PSU] and State College Area School District Professional Development [SCASD] School won a National Association of Professional Development Schools Exemplary PDS [professional development school] Achievement Award in 2018. This award article offers an overview of the partnership's commitment to the NAPDS [National…
Descriptors: State Universities, College School Cooperation, School Districts, Professional Development Schools
McCormick, Theresa M.; Eick, Charles J.; Womack, Janet S. – School-University Partnerships, 2013
Preparing in-service and pre-service teachers to effectively work with culturally diverse students is an ongoing challenge for schools and universities alike. This article reports on a University-Professional Development School (PDS) initiative designed to enhance an awareness of culturally responsive pedagogy. This article describes a yearlong…
Descriptors: Professional Development Schools, Professional Development, Reflection, Teacher Attitudes
Frazier, Laura Corbin; Brown-Hobbs, Stacey; Civetti, Linda; Gordon, Paula – School-University Partnerships, 2015
Professional development school (PDS) partnerships have existed in one local school system (LSS) with three different institutions of higher education (IHE) for over a decade. Commonalities and distinctive features were noted between the partnerships. In an attempt to establish standardized and equitable policies from the LSS level,…
Descriptors: Professional Development Schools, Leadership, Communities of Practice, Partnerships in Education
Corkery, Jill; Hall, Kris; Jeffries, Jess; Laskowski, Kristen; Romig, Gail; Tranell, Jennifer; Peters, Brian; Whitney, Anne Elrod – School-University Partnerships, 2015
In a school district context where a well-developed district-wide PDS partnership had been in operation for more than 15 years, a team of instructional coaches was formed of district teachers who left their classrooms for two to four years under the leadership of a curriculum coordinator. In this article, members of the coaching team offer…
Descriptors: Partnerships in Education, Coaching (Performance), Professional Development Schools, Instructional Leadership
Horn, Suzanne E.; Wooten-Thornburg, Amy; Bonner, Paul; Boyd, Irma; Gerald, Jamie; Perkins, Shavonn; Mercer, Elizabeth; Hunter, Laura – School-University Partnerships, 2010
Great work can be accomplished with little budgets and big dreams and desires for increased student achievement. The focus of the Queens University of Charlotte and Myers Park Traditional School (MPTS) partnership was excellent teacher development that centered on learning as a community of teachers (both pre-service and in-service). What they…
Descriptors: Academic Achievement, Instructional Leadership, Partnerships in Education, College School Cooperation
Ballock, Ellen – School-University Partnerships, 2010
In this article, I outline three structured protocols that professional development school steering committees and other collaborative groups could use to support an intentional reflective process aimed at growth and improvement. Using these protocols provides all participants with a voice in identifying current strengths and areas for growth,…
Descriptors: Professional Development Schools, Reflection, Program Improvement, Self Evaluation (Groups)
Shandomo, Hibajene M. – School-University Partnerships, 2010
The majority of the teacher candidates in my methods classes come from a background that is different from the primarily African American students at my professional development school. Because these teacher candidates continue to be predominantly White middle-class females, the gap between their cultural comfort zone and their students' cultural…
Descriptors: African American Students, Professional Development Schools, Teaching Styles, Teaching Methods
Castle, Sharon; Fox, Rebecca K.; Fuhrman, Caroline – School-University Partnerships, 2009
The article compares three replication studies that explore potential differences between teacher candidates trained in professional development schools and those trained in a traditional program. Data sources included student teaching evaluations (analyzed quantitatively) and portfolio reflections, oral and written (analyzed qualitatively). The…
Descriptors: Student Teaching, Professional Development Schools, Reflection, Portfolios (Background Materials)