This reflective commentary explores a student-staff co-creation project focused on fostering inclusive employability within the School of Arts at Oxford Brookes University. Working with students from various creative disciplines, the project utilised human-centred design (HCD) to develop practical opportunities for professional development.…

Purpose: This article highlights the recipient of the Exemplary PDS Award given by the National Association of School-University Partnerships. In 2024, the University of North Carolina Wilmington's Watson College of Education (WCE) PDS School-University Partnership with Isaac Bear Early College (IBEC) and Southeast Area Technical (SEA-Tech) High…

The current movement to institutionalize Experiential Education (EE) reflects and acts as a response to contemporary concerns about the perceived value of investing in education. The authors delineate the need to collaborate within a shared understanding of the possibilities, diversity, and operational practicalities of EE across different units…

In the context of rapid economic, social, and demographic change, fostering equity and inclusion in third level education is a prerequisite for adaptability, social cohesion, and human development. Community-university collaborations demonstrate significant potential to widen participation in Higher Education (HE). In the following article, we…

Purpose: This article presents a professional development partnership which has grown together through collaboration resulting in increased capacity to engage mentor teachers (MTs), nurture teacher candidates (TCs), partner in university coursework and professional development, innovate teacher preparation practices and place new teachers with a…

Purpose: The National Association for School-University Partnerships ([NASUP], formerly known as the National Association for Professional Development Schools [NAPDS]), annually awards the Exemplary PDS Partnership Award to partnerships who exemplify many or all of the NAPDS Nine Essentials (NAPDS, 2021). This article provides an overview of the…

A key goal of science learning today is to support students in posing and answering questions about phenomena that matter to them while establishing a need to grapple with disciplinary ideas and practices reflected in standards. To be successful in this endeavor, teachers need to learn to partner with students on the direction of their learning…

This article describes key aspects of Essential 6 of the Second Edition of the National Association for Professional Development Schools (NAPDS) Nine Essentials--"Clearly Written Agreements." Clearly written agreements between parties serve as crucial components in ensuring the creation, effectiveness, success and sustainability of any…

This article provides details about Essential 7, which focuses on "Shared Governance" structures. The shared governance description in "The Nine Essentials, Second Edition" is fundamental to any partnership. PDS partnerships include structures that not only guide the work of the partnership, but also enable collaboration,…

How is it known that work in Professional Development Schools (PDSs) and school-university partnerships makes a difference? If the reader is in a situation to make a succinct argument with data and evidence about why PDS and partnerships should be supported and funded could they? Essential 5, which aims to support participants in partnership work…

This study examines current approaches to professional development (PD) for school leaders in Brazil, Chile, and Colombia. While PD programs indicate significant progress, school leadership remains in an early stage of development. The findings highlight the need for national policy commitments to ensure long-term sustainability. The challenge is…

McCloud offers guidance on fostering a culture of intentionality within the scholarship of teaching, learning, and practice highlighting the role of collaborative partnerships, ongoing assessment, and professional development in advancing this critical agenda.

Despite pressures and incentives, faculty, academic staff, and graduate students struggle to turn outreach and engagement activities into scholarly publications. Publishing challenges include competing professional responsibilities, limited collegial support, difficulty in prioritizing time to write, professional isolation, and lack of confidence…

Purpose: The following narratives describe how successful relationships between mentors and pre-service and inservice teachers go beyond observations and feedback. The purpose is to share the multifaceted approach mentors take to support teacher candidates in generative ways so they can develop their potential as practitioners and how they nurture…

National Summary Reports are part of the cycle for reporting on the implementation of the Scottish Attainment Challenge (SAC). Attainment advisors, in collaboration with their associated local authority, produce reports triannually. This ensures a continuous narrative where thematic next steps are identified and subsequent progress evaluated.…