The purpose of this study was to determine what classroom teachers (n=200) consider the most important components of professional development schools and to determine what classroom teachers view as the most important skills to be taught public school teachers who will be involved in professional development schools. (IAH)

Professional development schools (PDSs) can be considered both organic and synergistic. Six principles form the basis of a framework that may be used to guide initial efforts to develop PDSs. (IAH)

Describes the process of reform that occurred at one elementary school involved in a collaborative reform of teacher preparation with Brigham Young University, discussing the tensions and rewards of working in university-school partnerships. Data from student concept maps of teaching, biographical histories, field observations, interviews, and…

Examined issues around school-university collaborations. University liaisons collaborated with elementary teachers on portfolio implementation. Teachers helped design and present a portfolio inservice in a nearby district. Data from interviews, meetings, writing, observations, and journals produced four themes: (1) sharing power and control; (2)…

Details a collaborative reform effort between a school district and a university that includes an elementary teacher preparation program with an emphasis on science, mathematics, and technology. Contains 48 references. (DDR)

Professional development schools address the staff development of experienced teachers and the development of school and teacher programs at the same time at the school site. Describes a school-university partnership between the Maplewood-Richmond Heights School District and the University of Missouri-St. Louis. (MLF)

Compared Professional Development School (PDS) and traditional preservice teachers regarding development of a sense of teacher identity. Surveys given periodically during the programs indicated that PDS students' concern about educational system problems increased, while traditional students' concern decreased. PDS experiences may foster beliefs…

Examined impact of a professional development school (PDS) partnership between a university and two early childhood centers on the quality of care and education within programs. Found that the partnerships increased quality of care and education in both programs. Findings suggest that universities can have an impact at a local level if they reach…

Investigated the experiences of first-year teachers who learned to teach in a Professional Development School and completed an inquiry-oriented, full-year internship. Interviews conducted during the internship and first teaching years indicated that these teachers surpassed the traditional survival stage of novice teachers, had strongly developed…

The role of teaching hospitals in medical education can help describe the potential of Professional Development Schools (PDSs) in teacher education. This article discusses the evolution of the teaching hospital model, examining the model's key issues and their relevance to the PDS model. Lessons from the medical education experience that pertain…

Describes two middle school Professional Development School (PDS) partnerships within one teacher education program. In these two partnerships, the entry point for PDS development was preservice preparation rather than the three PDS functions. These two examples illustrate the complexity of moving from theoretical constructs of PDSs described in…

Describes a high school Professional Development School (PDS) that involved Maryville University of St. Louis, Missouri, examining important characteristics of the schools and the partnership and focusing on four moral dimensions of teachers' work: pedagogical nurturing of teachers, students' access to knowledge, enculturation into a social and…

Describes one elementary school's success in improving student achievement, focusing on three critical elements of its Professional Development School: teacher collaboration, partnerships between the home and school, and an emphasis on improved academic achievement. This PDS constantly uses reflection and analysis to look at the future, viewing…

Investigated preservice teachers' beliefs about and understanding and use of reflection, interviewing preservice teachers who, together with their mentors, used a reflective framework in the context of a Professional Development School. Results indicated that the use of the framework helped develop preservice teachers who actively thought about…

While current literature identifies the characteristics of a successful professional development school (PDS)/university partnership, it is imperative for universities to consider the impact of clinical placements on the training and development of preservice teachers. What is missing from the literature are the views of the preservice teachers on…