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…

Both the National Commission on Teaching and America's Future and the Holmes Group suggest that the solution to improving student learning is through formal university-school collaborations, or Professional Development Schools (PDSs). As the research base on PDS partnerships grows, so does the evidence that PDSs improve the quality of teaching in…

A collaboration called PACE (Professional Alliance for Collaborative Education) was formally initiated between the DePauw University (Indiana) department of education and the Metropolitan School District of Lawrence Township (MSDLT), located in suburban Indianapolis. The purposes of PACE are: (1) to improve the training of preservice teachers; (2)…

The recruitment, selection, and preparation of teachers, counselors, and administrators are among the areas within the educational establishment which are subject to change. The Holmes Group, a consortium of nearly 100 American research universities, which addressed its attention to improving teacher preparation programs as a step toward improving…

This handbook documents efforts to promote the professional development school (PDS) concept at Western Michigan University (WMU) and examines how a university might initiate the restructuring process for teacher education and collabaorate with a local school district through the establishment of a PDS. It discusses the underlying principles of…

The Urban Teacher Education Program (UTEP) is a project of Indiana University Northwest (IUN) and three urban school districts (Gary, East Chicago, and Hammond, Indiana) to develop novice teachers, continue professional development among experienced professionals, and provide a forum for research on teacher education. Following discussion of the…

This paper describes the history and continuing story of the complete transformation of the teacher education program at the University of Arkansas at Monticello. Among the transformation factors are: professional development of faculty on all levels; recruitment, admissions, and retention; curriculum and instruction; internships and professional…

The implementation of the University of Northern Iowa's (UNI) Teaching Associates Cadre Model (TAC) Professional Development School (PDS) program is discussed within the context of Kagan's six stages of collaborative relationships: formation, conceptualization, development, implementation, evaluation, and termination or reformation. The TAC was…

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…

This paper describes the goals, planning, governance, faculty roles, faculty development, and research activities at two professional development schools (PDSs) affiliated with Armstrong State College (Georgia). The college launched PDS partnerships with White Bluff Elementary School and Bartlett Middle School in September 1993. The roles of…

Through professional development schools (PDSs), the College of Education at Texas Tech University has attempted to link school and teacher education renewal with research. In 1990, the university and Lubbock Independent School District initiated PDSs at a junior high school and an elementary school. Three additional PDS sites have been initiated…

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…

This book examines U.S. progress in revitalizing teacher education and reforming K-12 education via Professional Development Schools (PDS's). The book discusses whether PDS's are: improving K-12 curriculum and instruction through faculty development; making substantive, positive differences in students' learning levels; addressing the needs of…