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ERIC Number: EJ1095647
Record Type: Journal
Publication Date: 2016
Pages: 20
Abstractor: As Provided
Striving to Enact the Professional Development School Philosophy: George Mason University's Elementary Education Program
Parsons, Seth A.; Parker, Audra K.; Daoud, Nisreen; Bruyning, Alicia K.; Gallagher, Melissa A.; Groth, Lois A.
Teacher Educators' Journal, v9 p136-155 Spr 2016
Standard 2 from the Council for Accreditation of Educator Preparation (CAEP) Standards focuses on the importance of partnerships between P-12 schools and universities to enhance student learning and teacher candidate preparation. In the midst of discussions on how to improve partnerships between P-12 schools and universities, this article adds to the conversation, describing how George Mason University's elementary education program engages in school-university partnerships. This article presents the Professional Development Schools (PDS) philosophy as a framework for supporting school-university partnerships. More specifically, this article seeks to describe how the PDS philosophy is enacted in George Mason University's elementary education program. The authors identify the process for schools joining their PDS network and explain the elements that are foundational to their collaboration with P-6 partners. Additionally, the article describes the formal roles and responsibilities between George Mason University and their school partners and how these roles enhance collaboration. The article concludes with the benefits and hurdles that George Mason University has encountered in enacting the PDS philosophy.
Association of Teacher Educators in Virginia. Shenandoah University, Winchester, VA 22601. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Virginia
Grant or Contract Numbers: N/A