The two chapters in this section (Basile & Gutierrez, 2011; Yendol-Hoppey & Smith, 2011) contribute to the understandings about how to maintain resources and develop accountability necessary for successful partnerships. The authors discuss important themes related to the sustainability and maintenance of professional development schools, including…

The professional development schools (PDS) effort, which grew out of the groundbreaking work of the Holmes Group (1986), was deliberately focused on the support and advancement of teachers as professionals and the professionalization of teaching, so the author argues that it is ironic that a volume about PDS might be seen as voicing an opinion…

Innovation is often driven by crisis, and Rutter (2011) began her chapter by reminding everyone of the crisis confronting the United States in the early 1980s and how that provided impetus for the development of professional development schools (PDSs). In a complementary companion chapter, Neapolitan and Levine (2011) take the reader through…

Those people involved in the professional development school (PDS) effort have arrived at a time in their brief history when PDS partnerships can break the status quo and become contemporary laboratories of innovation for ushering in change and a new era of PK-12 education integrated with teacher education. In this chapter, the author appreciates…

In this wide-ranging interview with Educational Leadership, Stanford University Professor of Education Linda Darling-Hammond discusses the kind of preparation and support new teachers need to survive their critical first years in the classroom. Among her central recommendations are more intensive mentoring that lasts through the first year of…

Professional schools of education have begun to reexamine the merits of partnerships. The Holmes Group recommends that schools of education form linkages that develop the concept of professional development schools. (JOW)

In this article, the author discusses some of the most serious challenges--intellectual, institutional, and political--that he sees for the future of professional learning in education. He states that one common solution to these challenges would be for educators to begin to act more like professionals. One thing is clear about the early stages of…

Focuses on professional practice schools as contexts for the continuing professional development of experienced inservice teachers. A framework for developing a culture of inquiry in a school is provided, appropriate professional growth activities are considered, and problems and dilemmas associated with teacher development in professional…

Describes a collaborative learning community called the Professional Development School Network in Social Studies and Global Education, in which university professors and social studies teachers from six school districts worked together to create a professional-development program and a certification program for teachers. Reflects on several…

Examines the third report of the Holmes Group, which presents a design for "Tomorrow's Schools of Education." The paper finds the report counterproductive and contradictory, suggesting that it presents an anti-intellectual vision of schools of education, which, if followed, would radically narrow their broad range of functions for…

Introduces an issue that begins with an article by John Goodlad on the theme of whither schools of education and then presents the responses of several other people. The issue also includes one paper not directly related to Goodlad's article which focuses on the rigors of institutionalized Professional Development Schools. (SM)

What constitutes good teaching is discussed in connection with the Holmes Group proposals for differentiated staffing. Professional development schools that support good teaching and good teacher education are recommended. (Author/MT)

This article discusses barriers to collaboration that are specific to Professional Development School (PDS) leadership team meetings. It offers a rationale for involving the school psychologist on the PDS team as a facilitator and concludes with suggestions for breaking the barriers to successful PDS leadership team meetings. (SM)

Discusses challenges associated with the creation of professional development school (PDS) sites according to goals set by the Holmes Group on excellence in teacher education, and examines assumptions for guiding site development and goals for PDSs to meet. (SM)

Describes the 5-year-old Professional Development School (PDS) relationship between the Mary Munford Model School near Richmond, Virginia, and Virginia Commonwealth University. The PDS focuses on goals of the Holmes Partnership. This paper looks at the stories of a classroom teacher and a university educator involved in the PDS. (SM)