ERIC Number: EJ1048336
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 15
District and University Perspectives on Sustaining Professional Development Schools: Do the NCATE Standards Matter?
Colwell, Chris; MacIsaac, Doug; Tichenor, Mercedes; Heins, Bette; Piechura, Kathy
Professional Educator, v38 n2 Fall 2014
Professional development school partnerships can improve teaching and learning in our schools. To support these partnerships, the National Council for the Accreditation of Teacher Education (NCATE) developed standards for professional development schools. In this article, we address the questions, "What NCATE standards work from the point of view of school principals and university faculty members when sustaining PDS partnerships?" and "How can universities improve PDS implementations so that all partners see the benefit of each NCATE standard?" Although, there is wide agreement between school leaders and university faculty on the importance of the standards, there are also some notable differences in their functionality.
Descriptors: Professional Development Schools, Sustainability, Partnerships in Education, Benchmarking, National Standards, Best Practices, Fidelity, Program Implementation, Principals, Administrator Attitudes, Teacher Attitudes, College Faculty, Qualitative Research, Interviews, Focus Groups, Group Dynamics, Performance Factors, Organizational Effectiveness, Organizational Objectives, Program Effectiveness
Truman Pierce Institute. 108 Ramsay Building, Auburn University, Auburn, AL 36849-5218. Tel: 334-844-4488; Fax: 334-844-5785; e-mail: email@example.com; Web site: http://www.theprofessionaleducator.org/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A