Professional Development School Research Articles

Building technology integration at an urban school through a PDS partnership

PurposeIn 2022, the Baltimore professional development school (PDS) partner schools, John Ruhruh Elementary/Middle School (JREMS) and Notre Dame of Maryland University (NDMU) received funds through a Maryland Educational Emergency Revitalization (MEER) grant to determine (a) to what extent additional resources and professional development would increase JREMS teachers’ efficacy in technology integration and (b) to what extent NDMU professional development in the form of workshops and self-paced computer science modules would result in greater use of technology in the JREMS K-8 classrooms. Results indicated a statistically significant improvement in both teacher comfort with technology and integrated use of technology in instruction.Design/methodology/approachSurvey data were collected on teacher-stated comfort with technology before and after grant implementation. Teachers’ use of technology was also measured by unannounced classroom visits by administration before and after the grant implementation and through artifacts teachers submitted during NDMU professional development modules.FindingsResults showing significant increases in self-efficacy with technology along with teacher integration of technology exemplify the benefits of a PDS partnership.Originality/valueThis initiative was original in its approach to teacher development by replacing required teacher professional development with an invitation to participate and an incentive for participation (a personal MacBook) that met the stated needs of teachers. Teacher motivation was strong because teammates in a strong PDS partnership provided the necessary supports to induce changes in teacher self-efficacy.

Middle school educators’ experiences in a cross-institutional professional development model for enhancing writing instruction

PurposeThis paper explores a five-year case example of two educators engaged in practice-based professional development (PBPD) for the Self-Regulated Strategy Development (SRSD) model in a middle school. It examines the transformative effects and challenges of improving writing instruction, the activities involved and alternative PBPD delivery methods. Highlighting a collaborative effort between an institute of higher education (IHE), a middle school and ThinkSRSD, a PBPD for SRSD developer, the example underscores the long-term benefits and innovative insights into engaging with PBPD for SRSD over multiple years.Design/methodology/approachThe case involves analyzing survey data collected over five years. These surveys, which included specific SRSD-related queries and open-ended questions, were instrumental in assessing the evolution of the educators’ perceptions regarding SRSD and their engagement with PBPD. Additionally, the paper details PBPD activities as documented in a research journal, providing a comprehensive account of the developmental process.FindingsThrough a cross-institutional partnership, two middle school general educators participated in PBPD for SRSD for 30 h across five years. Their engagement with PBPD progressed from initial introduction and implementation to facilitating PBPD for SRSD among peers and at the national level. Over time, the most consistently enacted SRSD action was “memorize it,” while actions such as “discuss it,” “support it” and “independent performance” showed greater variability. Both educators consistently praised SRSD and sought continued PBPD engagement over the five years.Originality/valueOur case example is the first five-year analysis of PBPD for SRSD among general middle school educators, highlighting the benefits and challenges of adopting evidence-based writing instruction. Our example emphasizes the need for continuous and focused professional development in areas crucial for student success, including self-regulation, prewriting strategies and techniques for fostering independent performance. Moreover, the two middle school educators’ critical feedback is invaluable for refining PBPD for SRSD. This work also enriches professional development schools (PDS) literature by offering effective strategies to support middle school teachers in developing a vibrant writing community, a cornerstone for student advancement in writing.

“Inclusion is definitely a possibility for all”: Promoting inclusive education through a critical professional development schools model

PurposeIn this article, we highlight ways in which disability critical race theory (DisCrit) (Annamma et al., 2013), inclusive education and community-based participatory research (CBPR) can be used within professional development schools (PDS) to provide students with disabilities with more access to inclusive classrooms. At a grade 4–6 elementary school, we developed a model of a critical PDS to promote inclusive education and facilitate the transition of students of color with disabilities from self-contained to inclusive classrooms. We conducted semi-structured interviews and used action plan meetings with school administrators, teachers, professionals and students with disabilities and their parents to assess the impact of our critical PDS model. Findings suggest this model had a positive impact on administrators’ and teachers’ critical consciousness, ideological and instructional practices, students of color with disabilities’ social, academic and personal outcomes, as well as a schoolwide culture of inclusion and social justice. This study can inform tailored professional development efforts to improve educators’ inclusive practices.Design/methodology/approachWe conducted semi-structured interviews and used action plan meetings with school administrators, teachers, professionals and students with disabilities and their parents to assess the impact of our critical PDS model.FindingsThe findings of this study suggest this model had a positive impact on administrators’ and teachers’ critical consciousness, ideological and instructional practices, students of color with disabilities’ social, academic and personal outcomes, as well as a schoolwide culture of inclusion and social justice.Practical implicationsThis study can inform tailored professional development efforts aiming to improve educators’ inclusive practices.Originality/valueWe developed a model of a critical PDS to promote inclusive education and facilitate the transition of students of color with disabilities from self-contained to inclusive classrooms.

Toward teacher residency program implementation: navigating the complexities

PurposeResearch in this field is becoming increasingly clear that a teacher residency program (TRP) has a strong potential for developing effective teachers in a teacher preparation context. There are specific features of a TRP that yield results in the development of teachers. However, there are often barriers to full implementation of a TRP that schools and university partnerships must consider and resolve. The purpose of this article is to disseminate the lessons we have learned and processes we have developed in navigating the barriers and complexities of shifting toward a TRP.Design/methodology/approachThe university faculty members with a dual role as Professional Development School (PDS) liaisons examine, reflect on, and present their multiyear process of moving from an undergraduate traditional teacher preparation model to a teacher residency model.FindingsIn response to the barriers of funding, defining roles and responsibilities, and changes in leadership, we developed an undergraduate residency blueprint to navigate these challenges productively. One of the goals of this document is to provide clarity for all stakeholders as well as be a transparent solution for leadership transitions. The blueprint serves as a guide for the details of residency program design.Originality/valueIn movement toward a TRP, there are often barriers to full implementation that schools and university partnerships must consider and resolve. This article provides a model for partnerships seeking to navigate teacher residency work.

Learning the Practice from the Practice: Theory–Practice Courses in Teacher Education

In teacher education programs, it is important to deepen knowledge alongside developing practices through practical experience. One practice of the Professional Development School’s (PDS) model in clinical experience is designing courses linking theory to practice. The present study examines the perception of the administrative officers in colleges of education in Israel regarding the Ministry of Education’s Theory–Practice (TP) courses and the challenges in implementing them in the curriculum. This study was conducted in 16 state academic colleges for education and 37 administrative personnel participated: presidents, vice presidents, rectors, deans, and heads of courses and practical training. A semi-structured interview was used, and the data was analyzed thematically. The research participants believe that TP courses as a tool implemented as part of the PDS model may be effective in training teachers to integrate theory with practical experience. The participants raised three major challenges to implementation: systemic, pedagogical, and organizational. The participants emphasize that designing and implementing TP courses is a complex, slow process requiring organizational change and the mindset of administration and teaching staff at both the colleges of education and the schools. Long-term assessment is required to examine the effect of reducing hours dedicated to education theory and subject knowledge.

Unravelling the wellbeing needs of Australian teachers: a qualitative inquiry

AbstractThe declining wellbeing of Australian teachers is a longstanding problem, with much attention on retention, stress, burnout, and poor resourcing and conditions that impact wellbeing. Additionally, the COVID-19 pandemic has further illuminated these challenges. This qualitative study aimed to explore Australian teachers’ perceptions of their wellbeing needs with a focus on asking the questions that are often not asked—what is working, what are we learning, and how can we move forward to support teacher wellbeing? The voices of teachers revealed findings that support a much-needed shift in teacher wellbeing rhetoric in Australia. We illuminate five key areas that influence teacher and sector perceptions of wellbeing: (1) school leadership, (2) professional development, (3) workload and work-life balance, (4) relationships, and (5) stress, positive emotions, and accomplishment. These findings contribute to the need for a change in how teacher wellbeing is approached and highlight the possible implications of what is working, needs, barriers, and insights for preservice teacher education and professional development of teachers.

Nonsuicidal self‐injury in elementary schools: School educators' knowledge and professional development needs

AbstractPrevious research suggests that nonsuicidal self‐injury (NSSI; the intentional destruction of bodily tissue without suicidal intent) occurs among elementary‐aged children. However, it remains unclear to what extent elementary school educators encounter NSSI among students and how they respond. Therefore, this study investigated cross‐national differences in Canadian and Belgian elementary school educators' knowledge of, and experience with NSSI among students. More specifically, elementary school educators' perceived reasons and supportive needs of students who engage in NSSI, as well as their own professional development needs, were explored. In total, 181 elementary school educators across Canada (n = 63) and Belgium (n = 118) were recruited through teacher association listservs and by school administrators who distributed the study information to school staff. Chi‐square tests revealed that Canadian elementary school educators had more often encountered NSSI among their students than Belgian educators, although Canadian and Belgian school educators' similarly reported feeling ill‐equipped to deal with NSSI among students. Thematic analyses revealed that educators believe elementary‐aged students engage in NSSI because of various intrapersonal (e.g., low self‐esteem) and interpersonal stressors (e.g., bullying). Moreover, the majority of educators would like professional development to more effectively respond to students. Implications for schools and future research are discussed.

Lessons learned through interprofessional education: exploring collaboration with elementary education, special education and communication sciences and disorders pre-service professionals

PurposeInterprofessional practice (IPP) is one way to structure collaborations to more effectively meet the complex needs of students in educational settings. This article explores the lessons learned when one research team implemented interprofessional education (IPE) experiences in partnership with a public elementary school and pre-service professionals from elementary education, special education and communication science and disorders.Design/methodology/approachThis reflective article explores the lived experiences of researchers and partners who completed an IPE experience within one professional development school’s site. Researcher anecdotes are included to support the viewpoints shared.FindingsIt was discovered that IPE experiences are essential to facilitate meaningful collaborations for pre-service professionals to learn with and from one another; however, this requires time, preparation and is most effective when teacher mentors and university professors lead with vulnerability and model flexibility. Investment in IPE is challenging but worth the effort when learning outcomes are realized.Originality/valueSpecific details regarding the structure of this experience are shared as well as future directional goals for programs hoping to implement IPE in their professional practice programs.

A growing Noyce Scholarship Program: successes, triumphs and challenges along the way

Purpose The article discusses the development and growth of a newly established Noyce Scholarship Program at a Hispanic Serving Institution and the collaborative efforts of the School of Education (SOE) and its partners during the recruitment and retention process.Design/methodology/approach The author will explore and answer questions: (1) What were the articulated agreements implemented during the recruitment and application process? (2) In what ways did the scholar’s professional growth benefit from the dedicated and shared resources of the SOE’s partners? (3) How did the process of mentoring transform into a collaborative research effort resulting in presentation experiences?Findings The balance of triumphs, challenges and success in the program allows room for growth and reflection. Once scholars were admitted and accepted into the program, various supports were implemented to ensure scholars would be given tools needed to become highly effective educators in high-needs schools. In an informal discussion with scholars, they indicated the program taught them the necessary tools and dispositions needed to effectively teach the curriculum in STEM-based classrooms. However, they believed the issues of the program could be solved through constant communication and consideration of scholar input. Scholars also expressed appreciation for experiences encountered for scholar success.Originality/value The Noyce Scholars Program has provided opportunities for STEM majors to demonstrate hope and vision regarding the teacher shortage, particularly in STEM areas. The story of a professional development school’s unpredictable journey in addressing the teacher pipeline will hopefully be a source of valuable information for other Professional Development School (PDS) partnerships. Recruitment, clinical preparation and continuous support of partners will continue to be integral factors in shaping future efforts to address the STEM teacher shortage creating a better world, locally and globally.

Emphasizing the professional in PDS

PurposeThis article describes an effort to ease the tension between boundary spanning roles for interns participating in a yearlong Professional Development School (PDS) program. In order to do this, the structure of a Social Studies Methods course was revised to mimic a professional learning community (PLC) and assignments were not evaluated for grades.Design/methodology/approachA conceptual paper that relies on self-reflection as well as student reaction, work samples and survey data.FindingsThe findings demonstrate both practices contribute to a collegial and less stressful environment for interns, while not affecting the quality of work submitted.Originality/valueThis paper highlights two of the nine NAPDS essentials, Professional Learning and Leading (3) and Boundary Spanning (8), and describes the ways both are incorporated and addressed in a PDS situated methods course. Describing course revisions, including the implementation of an ungrading practice, provides examples for potential replication.

Advocacy is contagious: the PDS effect

PurposeThis article, written by a multilingual learner program (MLP) specialist, provides a first-hand account of how a professional development school (PDS) (school–university partnership school) promotes teacher advocacy.Design/methodology/approachDue to the subject of the piece, no research methods were necessary.FindingsDue to the subject of the piece, there are no findings.Originality/valueThe teacher details the teacher's educational journey from intern to doctoral candidate.

News from the National Association for Professional Development Schools

PurposeThis piece is a message from the NAPDS/NASUP president to the current and prospective members of the organization.Design/methodology/approachDue to the subject of the piece, no research methods were necessary.FindingsDue to the subject of the piece, there are no findings.Originality/valueThis piece highlights the organization's new name.

Analysis of the Data on School Principals in the TALIS 2018 Country Note Reports in the Context of the PISA 2018 Results

A vast amount of research has been conducted to investigate the effects and roles of educational leaders on school outcomes using data from international studies. To get a better understanding of the relationship between educational leaders and school outcomes, evaluating international studies together may offer more comprehensive suggestions for educational policies. The purpose of this paper was to examine the data on school principals in the TALIS 2018 country note reports in the context of the PISA 2018 results in order to have a broad perspective on the characteristics of school principals as educational leaders. A document analysis was performed on data derived from the TALIS 2018 country note reports of eight OECD countries and Türkiye, and the collected data was subjected to descriptive analysis. At the end of the data analysis, it was revealed that countries that had high success in the PISA results generally had positive values in the TALIS results. It was shown that school principals in the countries ranked high in the PISA have generally more work experience as principals and are more satisfied with their salaries. In addition, their participation in training programs or courses on school management and professional development activities is high. The present study also confirmed previous research, indicating that individuals who have high job satisfaction show high success, thereby ranking high in the PISA results in the context of this study. Our findings indicated that school principals should be encouraged to participate in training to support their professional development.

Policy and practice on school principal recruitment and professional development in South Africa and Poland

This paper aims to compare policy and practice on school principal recruitment and professional development in South Africa and Poland. Common challenges and different responses are discussed, focusing on the following: (i) the requirements to become a school principal; and (ii) preparation and professional development of school principals. The analysis is based on a review of the law in the field of education and accompanying executive regulations in South Africa and Poland and a literature review on school principal education. We focused on the link between school leadership and school principal education. A comparison of national policies on recruitment and education of school principals in these two countries revealed common challenges in the two contexts, which directed our attention to the following questions: (1) How can principals’ professional development be understood on a continuum of static to dynamic practice? (2) What is the influence of context on principals’ professional dilemma of being an isolated practice to allowing for contextual influence? (3) How is a balance struck between individual and collaborative professional development of principals to improve quality education for all learners? Lastly, conclusions – which are of relevance to policy, practice and further research on school principal recruitment and education – are drawn. This study underscores the professionalisation of school principal development.

What it means to be a professional development school: the Nine Essentials

PurposeThe National Association for Professional Development Schools (NAPDS) recognizes that there is a tendency for the term “PDS” (Professional Development School) to be used as a catch-all for various relationships that constitute school–university partnership work. The intent of this NAPDS statement is to assert the essentials, or fundamental qualities, of a PDS. NAPDS encourages all those working in school–university relationships to embrace the Nine Essentials of PDSs communicated in this statement. The Essentials are written in tangible, rather than abstract, language and represent practical goals toward which work in a PDS should be directed.Design/methodology/approachPolicy statement.FindingsNAPDS maintains that these Nine Essentials need to be present for a school-university relationship to be called a PDS. Without having all nine, the relationship that exists between a school/district and college/university, albeit however strong, would not be a PDS. How individual PDSs meet these essentials will vary from location to location, but they all need to be in place to justify the use of the term “PDS.”Practical implicationsFor those in established PDSs, some aspects of this document will be confirmed, while other aspects may be identified as needing attention. For those aspiring to establish PDSs, the authors offer this statement as a useful guide for their work. NAPDS invites individuals involved in school–university partnerships to share this statement with colleagues in the spirit of continuous improvement. By coming to terms with the challenges and opportunities inherent in this statement, the study can collectively fulfill the vision of this remarkable and distinct partnership called PDS.Originality/valueThis policy statement articulates how the Nine Essentials are the foundation of PDS work.

Revised Essential 8: the importance of boundary spanning roles

PurposeThis paper aims to provide details around Essential 8 of the Second Edition of the National Association for Professional Development Schools (NAPDS) Nine Essentials (NAPDS, 2021), which focuses on boundary spanning roles across university and P-12 school settings.Design/methodology/approachThis paper represents an in-depth look at one element of a policy statement of the NAPDS. The Nine Essentials were reviewed over a 4-year period through meetings, focus groups and symposia with various stakeholder groups. These provided context and information for both the revision of the policy statement and the writing of this article (and the other articles in the series).FindingsThe intention of this series of articles is to provide a deepened understanding of the complexities of P-12 School and University partnerships. Each of the essential elements provides a framework for developing new PDSs and sustaining existing partnerships for the long term.Originality/valueThis is a reprint request.

Essential 2: “clinical practice” is what professional development schools do

PurposeThe purpose of this article is to unpack more deeply Essential 2: Clinical Preparation. This article offers a comparison of the first and second editions of Essential 2 and also provides resources and activities partners can use and engage in to deepen their work on the clinical preparation of teachers.Originality/valueThis article is being resubmitted so that it can be reprinted with the other Nine Essential articles.

Thank you, Ms. Satterwhite

PurposeThis paper aims to celebrate an exceptional PDS (Professional Development School) Leader.Design/methodology/approachDue to the subject of the piece, no research methods were necessary for its creation.FindingsThe principal modeled effective leadership.Originality/valueThe piece celebrates an exceptional leader as defined by PDS.

Expanding on the Revised Essential 7: shared governance structures

PurposeThe study aims to review the Nine Essentials.Design/methodology/approachThe authors worked with groups from different conferences to gather data.FindingsA PDS (Professional Development School) is built upon shared, sustainable governance structures that promote collaboration, foster reflection and honor and value all participants’ voices.Originality/valueNine Essentials are foundational to PDS work.

Is the past prologue? Part 1: a qualitative analysis of PDS dissertation research focused on learning

PurposeThis study provides an analysis of professional development school (PDS) dissertation research that focuses on learning in PDSs. These 103 dissertations written between 1990 and 2020 address an aspect of learning in PDS work, including inquiry as a pedagogical learning tool, student learning PK-12, intern/teacher candidate learning, university teacher educator learning, and inservice teacher learning. From the current exploration of PDS dissertations, most especially from the comparison studies, the authors have learned that there is still no clear path to presenting PDS as having a positive impact when compared with non-PDS experiences..Design/methodology/approachWithin each of these categories, the authors examine the dissertations by methodology and explore common themes among dissertation findings. As the PDS movement enters its third decade of inquiry and builds its efficacy on models of learning, the findings provide insight into the degree to which PDS scholars are building on the past to determine future PDS research agendas around learning.FindingsThe authors examine the dissertations by methodology and explore common themes among dissertation findings. The themes included: intern learning does happen in PDS sites; PDSs provide structures for intern learning; teacher educators can learn from their PDS work; dissertations in the area of student learning overwhelmingly had inconclusive findings, except for research that focused on targeted interventions, which demonstrated student gains.Research limitations/implicationsWith fewer PDS-focused dissertations being written in more recent years, the authors wonder if the complexity of PDS may be a deterrent to the growth and sustainability of this model?Practical implicationsFrom the current exploration of PDS dissertations, most especially from the comparison studies, the authors have learned that the authors still do not have a clear path to presenting PDS as having a positive impact when compared with non-PDS experiences. However, the authors are beginning to understand the types of studies that are needed to move this agenda forward and hope the work will help inform the PDS community of some.Originality/valueThis is the first known study of PDS dissertations across time.