Development School Partnership Research Articles

PDS Collaboration as Third Space: An analysis of the quality of learning experiences in a PDS partnership

This article documents the self-study processes and findings of a collaborative research group that examined a professional development school (PDS) partnership. Drawing on the scholarship of self-study of teacher education practices and theoretical perspectives consistent with third space, we conceived our collaborative study group as a learning community aimed at uncovering the complexities of school–university partnerships while seeking new directions for an effective partnership. Data were collected from a variety of sources. Themes were developed based on some identified areas of focus consistent with the group's objectives, which included deciphering the state of our PDS collaboration, our preservice teachers' learning experiences, and insight into faculty as learners in professional relationship. The study revealed that experiential disparity existed within and among faculty and students in various PDS sites as a result of poor communication as well as divergent models of collaboration and philosophical goals between faculty and mentor teachers. Disparity in the learning experiences among the preservice teachers was attributed to the quality and scope of the partnership. This study resulted in better understanding of our roles as hybrid educators and recognition of mentor teachers as critical bridges in a PDS partnership.

THE URBAN PROFESSIONAL DEVELOPMENT SCHOOL NETWORK: ASSESSING THE PARTNERSHIP'S IMPACT ON INITIAL TEACHER EDUCATION

In an era of dissatisfaction with the nation's prekindergarten through grade 12 schools and criticism of teacher education programs, professional development school (PDS) partnerships have emerged as one solution. Using quantitative and qualitative data obtained during the first two years of an urban PDS network that includes a large, private university and six local public and private schools, the researchers document how the PDS relationships influenced preservice candidate preparation, with specific consideration given to changes over time. Through the data, the voices of the participants emerge to help the researchers understand how preservice candidates, through the PDS model, are equipped with the knowledge, skills, and dispositions necessary to meet the needs of P–12 students in their future classrooms.

Creating Professional Learning Communities: The Work of Professional Development Schools

If professional learning communities offer opportunities for improving the teaching and learning process, then developing strong professional development school (PDS) partnerships establish an appropriate framework for that purpose. PDS partnerships, however, can be less than effective without proper planning and discussion about the aims of those partnerships. We argue that creating effective partnerships requires time upfront to establish ground rules, clarify the tasks to be undertaken, identify supports required for successful implementation, and ensure that a shared vision and mission exist between partners. Utilizing essential questions for organizing such a collaborative venture, and illustrating effective partnerships in three schools, the researchers describe strategies for developing P–12 professional learning communities that are positive, effective, and durable.

Aiming for Understanding: Lessons Learned about Writing in Mathematics: Reflect and Discuss

Finding ways to help students effectively communicate their mathematical thinking is a challenge for teachers across the country. Through a Professional Development Schools (PDS) partnership between the University of Maryland and several elementary schools in a neighboring district, school and university partners worked together to explore, discuss, and reflect on the challenges of helping students write about mathematics. Along with gaining insights into effective instructional strategies, partners from both institutions gained a deeper appreciation for the benefits of school-university dialogue.

University‐district partnerships and the recruitment of tomorrow's teachers: A grassroots effort for preparing quality educators through a teaching academy

A critical problem facing educators today is the inability of our teacher education system to produce substantial numbers of teachers from racial, ethnic, and language minority groups. However, there is little research on partnerships that link the roles of institutions of higher education with those of school districts whose goal is to grow their own members of the teaching profession. A Professional Development School (PDS) partnership sought to integrate the goals of both groups by providing high school students with an understanding of teachers and teachers' work. High school participants in an urban Teaching Professions Academy (TPA) engaged in course work, teaching experiences, and visits to institutions of higher education. The success of TPA was in the ability of multiple stakeholders to provide different forms of support and insights into the program.

Working Together to Improve the Quality of Care and Education in Early Childhood Programs

This study examines the impact of a professional development school (PDS) partnership between a university and two early childhood centers on the quality of care and education within the programs. The Early Childhood Environment Rating Scale (Harms, Clifford, and Cryer, 1998) was used to rate the environment of the two early childhood professional development schools. The environments were rated at the beginning of the PDS relationship and again one year later. Results indicate that the PDS partnerships increased the quality of care and education in both early childhood programs. Researchers suggest that universities can have an impact on the field of early childhood education at a local level if they are willing to reach out into the community.