We present a sustainable and innovative model for pre-service teacher paired professional placements called the Teaching School model. The Teaching School model was piloted initially in partnership with a Metropolitan University and a P-12 College located in Melbourne's northern suburbs in 2013. It was expanded in 2014 to capitalise on an existing…

Professional development school partnerships can improve teaching and learning in our schools. To support these partnerships, the National Council for the Accreditation of Teacher Education (NCATE) developed standards for professional development schools. In this article, we address the questions, "What NCATE standards work from the point of…

Although there is no common definition for teacher leadership, the concept is continually advanced as a key component for both the success of schools and professionalization of teachers. Many view teacher leadership as specific administrative roles while others view it as any opportunity in which teachers contribute to the decision-making process.…

The George Washington University's Urban Initiative Professional Development School (UI-PDS) partnership used interviews, surveys, focus groups, and observations to research its effectiveness in preparing urban educators. The research conducted with UI-PDS preservice teachers and first year graduates, indicates they were well equipped to meet the…

The problem of beginning teacher attrition is costly to school districts and to the teaching profession in many ways. Teacher preparation programs, such as the elementary education program at Worcester State University (WSU), can potentially contribute to lessening the number of beginning teachers who leave the profession. Therefore, the purpose…

Emphasis on continuing professional development is seen as an important aspect of educational reform at all levels of education. In recent years, a number of colleges and universities have established partnerships for the professional development of teachers at the elementary and secondary levels. However, there have been few partnerships within…

The goal of this 4-year study was to investigate the implementation of a secondary science professional development school at a midsized, publicly funded 4-year institution with a large college of education. The study focuses on the preparation of secondary science teachers because improving STEM (science, technology, engineering, and math)…

Educational reformers have argued that universities and the schools they serve must work as partners in teacher education so as to tighten linkages between theory and practice. Such partnerships ultimately aim to achieve "simultaneous renewal" wherein each institution participates equitably in a "mutually beneficial relationship." However, because…

This article reports findings to promote the best practices of a transformative teaching and learning environment, from a case study of a yearlong full-immersion secondary-level professional development school. The results support the idea that interns have a significant stake, an active professional community commitment, and a heightened…

We investigated how and to what extent a school-university partnership might influence the teachers and the teaching in one school, Parkland. We interviewed 23 novice and veteran teachers, the principals, and the university liaison. The data suggest that the university structures (i.e., the practicum, the student teaching internship, the Senior…

The Academy for Educational Development (AED) sent a research team to Montclair State University (MSU) on September 25-26, 2008 to conduct interviews with individuals who play important roles in the university's teacher preparation program. These interviews, along with additional documentation provided by MSU and identified by the AED research…

The Academy for Educational Development (AED) sent a research team to the University of North Carolina at Greensboro (UNCG) on October 23-24, 2008, to conduct interviews with individuals who play important roles in the university's teacher preparation program. These interviews, along with additional documentation provided by UNCG and identified by…

Changes in the requirements for training primary school teachers in England over the past 12 years have increasingly demanded more involvement from the schools themselves. University departments and schools have developed partnerships to implement these changes and teachers are increasingly finding themselves taking a key role in the training of…

This paper describes a school/university graduate induction program that has provided support to beginning teachers since 1994. A 10-year follow-up study of program graduates was recently conducted to examine these questions: (a) How many graduates are still in the education profession? (b) How many have remained in the classroom? and (c) What are…

Over the past 20 years, the Professional Development School (PDS) model has been proven to be a successful way to induct teacher candidates into the teaching profession. Induction has been recognized as a way to counteract attrition from a profession that loses as many as 50% of its teachers within five years of entry. Using the PDS model of…