Much has been written about school-university partnerships including their general intent to positively impact student learning through the continuous professional development of classroom teachers. This article, which offers an in-depth description of the growth of a school-college partnership, follows the development of a partnership between a…

In 1989, the Watson College of Education at the University of North Carolina Wilmington started the Model Clinical Teaching Project and the Consortium for the Advancement of Public Education's School Reform Initiative (CAPE). Since that time, the partnership system has grown to include 146 schools across twelve traditional school districts…

Outreach and engagement that connects the Patton College at Ohio University with P-12 schools has been a strong tradition in the Southeastern Ohio/Appalachian region. In the mid-1980s, a partnership aligned with the Coalition of Essential Schools and 9 "Common Principles"' was one of the first. Alignment with 19…

Co-teaching in teacher preparation is viewed as a promising practice for fostering collaborative skills, increasing student participation, improving classroom instruction, and professional growth for all participants. Using focus group interviews as a unit of analysis, this article explores pre-service teachers' perceptions of co-teaching…

In the 2007-2008 academic year, with an emphasis on three of the nine "Essentials" of a Professional Development School as delineated in NAPDS' policy statement, "What It Means to Be a Professional Development School," the shared supervision model between a public college in the northeastern United States and a public…

The PDS Partnership between the University of Central Florida and Friendship Elementary School, a Title 1 school in Volusia County, focused on the National Association for Professional Development Schools' (PDS) "Essentials" in order to establish a shared vision of success for pre-service teachers. Key leaders from both the school…

In this article, the author shares his experiences on a journey with 10-12-year-old students from Chicago's Cabrini Green neighborhood. The quintessential point he wants to make is that curriculum is not all about what state boards of education decide is important for teachers to do with children, or what a teacher decides to construct alone. It…

The authors' conception of a Professional Development School has been in the making for six years; they have nurtured their high school/university partnership over that period of time with little involvement from other university personnel. Through a self-study approach, they investigated the intricacies of how professional relationships, both in…

This article details a strategic planning model and concurrent 3-year research study focusing on the benefits of preK-16 professional development school learning communities for the participating preK-16 educational leaders in a midwestern school-university partnership network. Results of the study, along with the strategic plan's success at…