One of five articles in the section on the "Promise and Purpose of Professional Development Schools," this article examines essential purposes of PDS and presents recommendations for action (start small, adopt a developmental approach, co-construct and monitor relationships, redefine school/university roles, re-educate and support…

One of four articles in the third section, "Reflection: What We Have Learned," this article presents and discusses 11 components of a partnership between an urban high school and the University of Louisville (Kentucky). The partnership has many of the characteristics of a professional development school although it does not have that…

One of four articles in the fourth section, "Aspects of Evaluation of PDS," this article calls for improved definitions of professional development schools; analyses of startup and ongoing costs (including determination of where the money will come from); and development of PDS standards for improved evaluation (including standards by which they…

A year-long action-research graduate seminar was based on the collaboration of the school district, university, and participating teachers. One year later, 16 participating teacher-researchers reported that they were more competent consumers and producers of educational research. Individual effects ranged from subtle impacts on teachers'…

In 2001, the National Council for Accreditation of Teacher Education published "Standards for Professional Development Schools," which differ from the 1997 draft standards in their explicit attention to large networks of professional development schools (PDS). Exemplary practices from four large PDS networks demonstrate the applicability of the…

A study evaluated a self-instructional tutorial on functional behavioral assessment (FBA) using a comprehensive model of evaluation. Participants included 30 content experts, design experts, special education training coordinators, and high education instructors. The self-instructional program was effective in teaching knowledge and skills and…

Describes a professional development school (PDS) relationship between Teachers College, Columbia University, and a New York City high school serving diverse students, highlighting action research projects conducted by teaching interns at the high school who were also master's students in secondary education programs at Teachers College. The paper…

A study of five high-poverty districts making strides in improving student achievement revealed that these districts focused on systemwide strategies including new approaches to professional development; making decisions based on data, not instinct; and redefining leadership roles. (MLF)

Evaluated the Model Education Center (MEC) Professional Development School after 15 years of existence. Focus group data were collected from teachers at the MEC. Results found that 15 years after implementation, the MEC's core beliefs of collaboration, reflective thinking, risk taking, and continuous learning were still reflected in the climates…

Two recent initiatives to promote science and technology education in schools are compared: specialist "technology colleges" (secondary schools) in England and the Science and Technology Teacher Fellowship scheme in New Zealand. The schemes are examined within their respective policy contexts and are evaluated as responses to challenges…

Outlines self-enrichment activities for faculty, administrators, and students that can improve working conditions and promotion opportunities, e.g., getting a personal business card, developing a contacts list, examining the institution, conducting research on classroom and business trends, joining "power organizations," and making a master…

The North Carolina Teacher Performance Appraisal System (TPAS) and a pilot career development program were studied via a survey of 1,998 teachers and 338 evaluators. Overall reaction to the TPAS and its evaluation instrument was positive, with teachers agreeing that the procedures for formative and summative evaluations are feasible. (SLD)

Describes events leading to the establishment of four urban professional development schools (PDS) by the University of Wisconsin-Milwaukee and the Milwaukee Public Schools. School sites, university/school district interaction, preservice student activities, and schoolwide change projects are described. Results of a survey of site teachers on PDS…

Describes the Iowa State University School Improvement Model approach to staff development, which uses the Computer Assisted Teacher Evaluation/Supervision (CATE/S) database program to help staff developers address critical issues. CATE/S can maintain performance evaluation data, suggest improvement strategies for teachers, and document staff…

Examines the roles and competencies of community college chief executive officers (CEO's). Discusses aspects of leadership and followership, and leader-follower interchange. Urges CEO's to assess themselves as leaders, identify and provide for the training of future leaders through planned mentoring and professional development. (DMM)