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. Following a forward and preface, the following sections and chapters are included: Section 1: Examples of Professional Development School Partnerships: (1) The Benedum Collaborative: Evaluating a Strategic Plan for Simultaneous Renewal (Sarah Steel, Neal Shambaugh, Reagan Curtis, and Lynne Schrum); (2) Developing a More Systematic Approach to Professional Development School Partnerships: The Case of PDS Efforts at a Large Urban University (Drew Polly, Melba Spooner, and Marvin Chapman); (3) Creating Connections across the PDS Network: A Personal Narrative of One Professor's Journey (Suzanne Horn); (4) Commitment to Change and Action: A Holistic and Transformative PDS Partnership (Linda A. Catelli, Valerie Jackson, Judith Marino, and S. Marshall Perry); (5) Transformative Partnerships: We Can All Learn (Aimee L. Morewood, Susan E. Taylor, and Linda Hennen; and (6) Transformative Partnerships (Sharon Smaldino and Lara Luetkehans. Section 2: Leveraging Professional Development School Partnerships to Meet Needs of Specific Populations: (7) Designing Authentic Field-Based Experiences with Immigrant Students through One University and Urban School Partnership (Lan Quach Kolano and Cherese Childers-McKee); (8) Hard to Believe It All Started on a Napkin! Anatomy of a Long-Term School-University Partnership to Create and Evaluate Effective Practice (Lynn Ahlgrim-Delzell, Tracie-Lynn, Diane Browder, and Jane Rhyne); (9) Collaborating with Urban Professional Development Schools to Effectively Prepare Elementary Urban Teachers: Embedding Pre-Service Teachers in Authentic Urban Settings (Amy W. Thornburg and Jennifer Collins); (10) Sharing PDS Teacher Expertise with Pre-Service Teachers through Videos (Cathy J. Siebert, Vanessa L. Wyss, and Tiffany Jackson); (11) Early Childhood Programs as Professional Development Schools (Linda K. Taylor and Patricia Clark; and (12) Removing Barriers: Using a PDS Model to Enable Collaborative Community and School Partnerships to Serve At-Risk Students (S. Michael Putman, Jerrell C. Cassady, Lawrence L. Smith, and Monica L. Heller. Section 3: Designing Professional Development School Partnerships on Specific Pedagogies: (13) Co-Development of Professional Practice at a Professional Development School through Instructional Rounds and Lesson Study ( Jennifer M. Suh, Lesley A. King, and Andrea Weiss); (14) The Professional Development School: Fertile Ground for Service-Learning Initiatives (Tracy Rock and Tina L. Heafner); (15) The University Partnerships for Critical Reflection by Teacher Trainers (Eda Üstünel and Kenan Dikilitas); (16) Integrated Methods Block: Transforming Elementary Teacher Preparation through the Integration of Content Methods and Early Clinical Experiences ( Kate Popejoy, Amy J. Good, Tracy Rock, and Jean Payne Vintinner); and (17) Leveraging a Professional Development School Project to Address Students' Learning in Elementary School Mathematics (Drew Polly). Section 4: Focusing Professional Development School Partnerships on Specific Content Areas: (18) Transformative Professional Development: A Professional Development Team Learns from Students Who Write across the Curriculum (Brian T. Kissel, Kateri Thunder, Linde Rickert Tassell, and Jane Hansen); (19) The Necessity of Shared Vision to Achieve Coherence: Lessons Learned in the Appalachian Mathematics Partnership (Kathleen Lynch-Davis, Tracie M. Salinas, Deborah Crocker, and Katherine J. Mawhinney); (20) Socrates and the Search for Meaning at His Academy (Janis Dellinger-Holton and Michael Green); (21) Viewing the Implementation of the CCSS through the Lens of One Transformative District University Partnership (P. Michael Lutz); and (22) Nurturing Teacher Development and Promoting Student Academic Achievement through a Reciprocal Learning Experience (Tina L. Heafner and Melba Spooner). A section about the contributors and an index is included.