Three aspects of the formation and initial development of a professional development school (PDS) are discussed: developing interpersonal and working relationships; developing a common vocabulary and knowledge base; and engaging in genuine problem solving. The PDS is a partnership between Michigan State University and Elliott Elementary School.…

This article explores the contributions of professionalism to school accountability in the context of a new phenomenon in American education: the professional development school. (IAH)

The two major reports of the Holmes Group--"Tomorrow's Teachers" and "Tomorrow's Schools"--contain sharply contrasting rhetorics: the rhetoric of democratic values and scientistic rhetoric. Critical analysis of the reports suggests that the contrast highlights the contradictory tendencies embedded in the reform movement. (IAH)

According to a recent survey, both school board members and secondary principals support reform proposals involving professional development schools, magnet schools, teacher certification, and teacher empowerment and are opposed to school choice. The groups disagree concerning teacher accountability issues. Implications are discussed. (five…

In addition to traditional competencies required of teachers, working in professional development schools calls for six additional attributes for professional self-efficacy: reflective/reflexive, flexible/adaptive, desiderative, collaborative, conational (will to act), and communicative. (IAH)

Although each of the partner schools which were developed during the 10-year partnership between Brigham Young University and 5 Utah school districts is unique, the partner schools share 4 common components: preservice education, inservice development, curriculum development, and research and evaluation. (IAH)

Establishment of a professional development school by Arizona State University and Tempe (Arizona) Elementary School District has provided opportunities for teachers to make curriculum decisions, shape school procedures and policies, engage in collaborative activities with school and university faculty, and develop greater autonomy. (IAH)

Several factors separate teacher education from its traditional place in higher education. Without appropriate responses this separation will accelerate, possibly relocating teacher education to off-campus sites and other providers. This article examines the perceived inability of teacher-education schools to respond to K-12 reforms and related…

A survey of 23 Canadian student teachers in conventional placements or professional-development schools (PDS) found that their practica had taught them about curriculum, pupils and pupil-teacher interactions, discipline and classroom management, and the teaching profession. Compared to others, PDS student teachers relied more on weekly seminars…

Reflects on one person's experiences as the principal of an urban professional development school, contending that establishing supportive interpersonal relationships and creating a positive organizational culture are the primary responsibilities of the principal. One of the lessons learned from this experience is that stakeholders are more likely…

The Colorado State University Professional Development School Partnership involves more than preparing preservice teachers to enter classrooms. The partnership aims to engage all teachers in inquiry into educational practices, professional- development activities, and exemplary instructional practices. Preservice, novice, and veteran teachers…

Examines teacher education reform via professional development schools (PDSs), focusing on Trinity University's five-year Master of Arts in Teaching Degree, which includes significant PDS participation. Surveys of program graduates and administrators who hired them highlighted several essentials that helped ensure the quality and quantity of…

Examined the impact of program location on preservice teachers' program-related beliefs and experiences. Interviews with individuals prepared at professional development school (PDS) and traditional programs indicated that PDS students had more varied experiences, were more involved with students and teachers, were more confident in their…

Highlights a synergistic collaborative research effort between a public school and a university, discussing the process of collaboration throughout the study and providing perspectives on the learning and collaboration experiences from university faculty, classroom teachers, and pre-service teachers. This collaboration resulted in translation of…

Examined the effectiveness of collaborative action research teaming as a professional development mechanism to address the demands of contemporary classrooms through formalized sharing between groups of inservice and preservice teachers. Data from observations, interviews, and student artifacts indicated that effective teaming depended…