"Rethinking School-University Partnerships: A New Way Forward" provides educational leaders in K-12 schools and colleges of education with insight, advice, and direction into the task of creating partnerships. In current times, colleges of education and local school districts need each other like never before. School districts struggle…

School-university partnerships not only take time and care to establish and develop but also need sensitivity and acknowledgement of work accomplished if the partnership disbands. What are the repercussions of ending the partnership abruptly with little advance notice? This article examines this question by looking at the school participants'…

Creating Active and Reflective Educators (CARE) is a Professional Development School (PDS) partnership between The Patton College of Education at Ohio University and Federal Hocking Local Schools (FHLS) in rural Southeastern Ohio. This partnership, which won the 2018 NAPDS Award for Exemplary Professional Development School Achievement, is one of…

In this article, the author briefly describes her efforts to explore the lived experiences of teacher candidates (interns) completing an internship in a K-4 Professional Development School (PDS), while engaged in practitioner inquiry. This phenomenological study followed five interns' engagement in practitioner inquiry to investigate how their…

School leaders typically encounter district policies and procedures that make it difficult to facilitate school improvement efforts effectively (Bottoms & Fry, 2009; Bottoms & Schmidt-Davis, 2010). When the San Antonio Independent School District earned a state level distinction as a District of Innovation, the PDS principal and university…

Teacher candidates benefit from dynamic clinical practices embedded in teacher preparation programs. In this article, we discuss Clinical Urban Plunge (CUP), a clinically-based approach to integrating social justice and equity education in our Middle Level Teaching and Learning Program at Northern Illinois University. More specifically, we explain…

Content-focused practice-based professional development (PBPD) with active learning is one avenue to support teachers in learning new strategies, practices, and programs. This type of professional development moves away from traditional lectures. In this descriptive study, the authors used a pre-post group design to examine the extent to which a…

The paper includes the results of a descriptive case-study in which a university-based Hungarian practice school is compared to the model of Professional Development School. Data sources include school teachers (N=102), university educators of subject methodology (N=20) and pre-service teachers doing their group practice at the university's…

The National Association of Professional Development Schools recognized the partnership between Baylor University and Midway Independent School District as one of three partnerships to receive the 2017 Award for Exemplary Professional Development School Achievement. This Professional Development School partnership began in 2009 and places the…

This article describes the journey of a current doctoral student from teacher candidacy to inservice work and mentor teaching to studying effective teacher preparation. The purpose of the article is to investigate the importance of the PDS triad--teacher candidate, mentor teacher, and university instructor--through one person's perspective. Having…

The concept of a Professional Development School (PDS) is not recent phenomenon. A more recent outgrowth of the Professional Development School movement has been an annual national conference dedicated to sharing and showcasing the work of various schools and universities engaged in PDS work. The University of South Carolina in Columbia originated…

Professional development schools (PDSs) are a specific type of school-university partnership designed to support teacher preparation, professional development, inquiry and research, and student learning. Due to active teacher engagement in PDS work over the past three decades, teacher leader practice and development has emerged as a serendipitous…

This qualitative study used in-depth interviews to investigate the perceptions of school leaders about developing and maintaining school-university partnerships with a local regional university in rural school districts. The professional development school (PDS) model provides meaningful learning experiences for teacher candidates by providing…

With the onset of the COVID-19 pandemic, the nation's universities and colleges required online learning and shelter-in-place/stay-at-home protocols for the end of Spring 2020 semester. This new reality resulted in the fact that my undergraduate elementary science methods course would not be held in our Title 1 urban elementary professional…

Loachapoka Elementary and High School and Auburn University are involved in an emerging professional development school partnership (PDSP), a relationship that began summer of 2018. Reading, English for Speakers of Other Languages (ESOL), secondary English education and music education professors hold methods classes on the campus during the…