Much has been written about school-university partnerships including their general intent to positively impact student learning through the continuous professional development of classroom teachers. This article, which offers an in-depth description of the growth of a school-college partnership, follows the development of a partnership between a…

The 2010 Professional Development Schools National Conference recognized the University of South Carolina's Professional Development School Network for its outstanding collaborative accomplishments, naming it as a recipient of the National Association for Professional Development School's Award for Exemplary Professional Development School…

It is well known that technology holds an important place in the classroom, and that students must be prepared for working and functioning in a society abundant with swift and constant advances in technology (Mitchem, Wells & Wells, 2003). Thus, in order to ready the learners, teachers themselves must be equipped with the necessary tools and…

The promise, potential, and problems associated with school-university partnerships interested in better preparing teachers for the challenges they face teaching in today's schools rest in educators' ability to actualize transformative practices within partnership contexts. To date, most partnerships have focused on less complex forms of…

Mentoring student-teachers and novice teachers constitutes a critical factor in teacher-education programmes and yet, little emphasis has been placed on the mentors themselves, particularly in relation to their own professional development (PD) and the construction of their identities. Does it really matter? This study investigates two groups of…

This paper reports findings from an 18-month qualitative study that followed the experiences of nine teacher residents, their site professors, site coordinators, clinical teachers and principals in three professional learning schools. The study examined the tensions that emerged as teacher preparation theory intersected with the context-bound…

The Brigham Young University-Public School Partnership (BYU-PSP) has been serving K-12 public schools in Utah for 29 years. The Partnership includes five school districts, BYU's David O. McKay School of Education, and the seven arts and sciences colleges at BYU that participate in preparing teachers. This article describes the structure of the…

This study examined the effectiveness of the application of the Professional Development School (PDS) Model (Holmes Group, 1986), to an alternative special education (SPED) credential program designed to prepare SPED teachers (for culturally, linguistically, and economically diverse urban K-12 schools and to ease SPED teachers shortages within our…

After the Holmes Group's report (1990), the concept of the professional development school (PDS) spread quickly as a vehicle for educational reform at both the university and school level. The rapid proliferation of newly established PDS partnerships accentuated concern associated with the lack of conceptual clarity of the PDS concept itself.…

In the United States, there is a pressing need to bridge the divide between the higher education institutions where teachers are prepared and the school sites where they work with students. Linking the theoretical foundations of teacher education programs with practical experience in K-12 classrooms offers future teachers the fundamental…

Considering how long societies have been educating their youth, the history of teacher education is relatively brief. From the first teacher education innovation in the 17th century through those of the late 20th century--de la Salle, the American normal school, the flood of student teachers into public schools after World War II, the student…

The partnership between Kennesaw State University and Marietta Middle School, a 2012 recipient of the National Association for Professional Development Schools (NAPDS) "Award for Exemplary Professional Development School Achievement," began as a year-long internship (YLI) program for teacher candidates in middle grades education at KSU.…

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…

Positive relationship building between the university and the schools that receive their pre-service teachers are crucial to developing quality educators fit for the teaching profession. This paper presents an overview of a mentor workshop that was introduced by the professional experience unit of a regional university in Australia. The aim of the…

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. Studies have shown that teachers who feel empowered as leaders are more effective in the classroom. Professional development schools (PDSs) provide multiple…