ERIC Number: ED387460
Record Type: RIE
Publication Date: 1995-May
Creating Professional Development School Partnerships. A Resource Guide.
Teitel, Lee; Del Prete, Tom
This three-part guide presents information and recommendations from the Massachusetts Professional Development School Network Steering Committee on how to develop a professional development school (PDS) partnership. Part 1 defines the PDS concept, presents a brief background account of its evolution, and discusses its potential for simultaneously improving teaching and learning through the transformation of school and college structures and practices. Part 2 identifies five principles and characteristics of PDSs. Comments from teachers, interns, and college faculty involved in PDS partnerships supplement this discussion. Part 3 offers practical advice, in a question and answer format, on how to form and sustain a PDS. Answers to the following questions are given: (1) Why start a PDS? (2) Who will initiate the partnership? (3) How do schools and colleges find partners? (4) How are partnerships defined and developed? and (5) How do you organize and run a PDS partnership? Concrete examples from within Massachusetts illustrate specific approaches to start-up problems and challenges. This guide includes contact information for members of the Massachusetts Professional Development School Network Steering Committee. (Contains 13 references.) (IAH)
Descriptors: College School Cooperation, Educational Principles, Elementary Secondary Education, Higher Education, Institutional Characteristics, Partnerships in Education, Professional Development Schools, Program Development, Program Implementation
Massachusetts Field Center for Teaching and Learning, University of Massachusetts at Boston, 100 Morrissey Boulevard, Boston, MA 02125-3393 ($10).
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Teachers; Administrators; Practitioners
Authoring Institution: Massachusetts Field Center for Teaching and Learning, Boston.
Grant or Contract Numbers: N/A