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)

Moral, emotional, and political dimensions influence teachers' emerging identities. This paper analyzes how one beginning teacher acquired and maintained innovative instructional methods, recommends that teachers receive training in various instructional methods, contests the use of professional development schools, and suggests changes in…

Shares the insights and experiences of mentor teachers from an elementary-level Professional Development School (PDS), describing the development of the PDS and offering insights about the mentor teacher's role, opportunities, and qualities. Information comes from surveys of and interviews with 11 mentor teachers at the school. A checklist for…

Examines the benefits to student teachers, teachers, students, and teacher educators of a 1-year, Masters-level teacher education program that is part of a larger Professional Development School (PDS) partnership between a high school and the University of Louisville. Data come from interviews with individuals from each of these groups within the…

Reflects on the roles and responsibilities of four key educators involved in a Professional Development School (PDS): a university faculty member, a middle school principal, a middle school teacher who is also an adjunct professor, and another middle school teacher. The paper reflects on the Holmes Group concept at work. (SM)