Rich clinical preparation combined with progressive experiences in professional development school (PDS) settings are proposed to bring about systemic and impactful transformation of educator preparation and professional growth in order to improve and enhance P-12 student learning. In this book, diverse authors describe their efforts to forge PDS partnerships to develop and deliver high quality training and practical experiences for candidates, and simultaneously provide professional development for experienced practitioners in ways that mirror recommendations found in authoritative reports and literature. The authors’ collective wisdom is vividly captured in the multi-voiced chapters that are collaborations between cooperating teachers, school administrators, county and district level administrators, university supervisors, and instructional faculty. The contexts authors write about are recognizable, and the accomplishments they experienced and challenges faced will resonate with institutions courageously undertaking change or renewal. The book will be invaluable to school and university faculty and administrators as they transition to a partnering model of clinical preparation for teacher candidates: it will help stakeholders decide if their schools and institutions are ready to commit to a partnership, and highlight the benefits they stand to gain, but realistically address challenges that may be faced by administrators and faculties as well as teacher candidates in the PDS enterprise.

Teacher education in the United States is changing to meet new policy demands for centering clinical practice and developing robust school-university partnerships to better prepare high-quality teachers for tomorrow’s schools. PROFESSIONAL DEVELOPMENT SCHOOLS (PDSs) have recently been cited in national reports as exemplars of high-quality school-university partnerships in the clinical preparation of teachers. According to the National Association for Professional Development Schools, PDSs have Nine Essentials that distinguish them from other school-university collaborations. But even with that guidance, working across the boundaries of schools and universities remains messy, complex, and, quite frankly, hard. That’s why, perhaps, there is such diversity in school-university partnerships. For the last thirty years, educators have been fascinated yet puzzled with how to build PDSs. Clinically Based Teacher Education in Action: Cases from PDSs addresses that perplexity by providing images of the possible in school-university collaboration. Each chapter closely examines one of the NAPDS Nine Essentials and then provides three cases from PDSs that target that particular essential. In this way, readers can see how different PDSs from across the globe are innovating to actualize that essential in PDS development. The editors provide commentary, addressing themes across the three cases. Each chapter ends with questions to start collaborative conversations and a field-based activity meant to propel your PDS work forward.

The professional development school (PDS) is a unique educational reform initiative that attempts the simultaneous reform of education at the school and the university. By conducting reform at both levels of education, the PDS is a solution to the piecemeal reforms of the past, from Dewey's Progressivism to the Sputnik reforms to New Math to Whole Language, which have targeted educational change in the public schools but most have overlooked the preparation of new teachers. The PDS addresses the professional development of experienced teachers in the field, the preparation of new teachers, and improvement of the programs of K-12 schools at the same time and at the same place—the school site. In this way, reform goals are agreed upon and implemented by both new and experienced teachers so that reform efforts are seamlessly supported by all parties involved. Nevertheless, most educators engaged in PDS reform agree that PDSs are a high stakes reform effort and are fraught with difficulties. This case study provides an annotated road map of one PDS partnership so that others interested in partnership work are provided general principles to guide their work.

The step-by-step guide to defining your vision—and making it reality As a leader, it’s your job to look beyond the present and envision a brighter future for your school. Choosing the right path, however, can be a challenge. This inspirational resource is your guide. By following its one-of-a-kind iterative visioning process, you’ll sharpen your vision into a road map for transformative change—tailored to the needs of your learning community. Features include: Key strategies and tools for building a shared vision Practical implementation ideas Case studies from exemplary schools Common trends at the heart of impactful, positive change Thought-provoking vignettes Turn vision into reality, possibilities into plans, and create an environment that strengthens engagement, provides safe and nurturing learning opportunities, and produces students with the skills, knowledge, and disposition to be successful in life.

The concept of professional development schools (PDS) has recently emerged as one of the most exciting possibilities for systematic educational reform. These "teaching hospitals" of the education profession typically are real schools in a district that take on, with a cooperating institution of higher education, special responsibilities for inquiry and professional preparation. Although still in their infancy, PDSs as places for professional preparation and of inquiry into teaching learning and teacher education have major policy potential.

Featuring scholarly descriptions, teacher leader reflections, and thoughtful questions, this thoughtful collection will immerse readers in deep exploration of teacher leadership and student learning; definitions, structures, and cultures that promote teacher leadership; and teacher leader preparation and development.

School-university partnerships have the potential to greatly benefit teaching and learning in PK-12 environments, as well as educator preparation programs. This collaboration is advantageous to teachers, counselors, and administrators. Professional Development Schools and Transformative Partnerships provides a comprehensive look at the design, implementation, and impact of educational initiatives between schools and universities. Including cases and research on existing collaborations, this publication addresses barriers and trends in order to provide direction for successful partnerships in the future. This book is an essential reference source for educational leaders in colleges, schools, and departments of education, as well as leaders of PK-12 schools.