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Petrilli, Peggy; Hodge, Connie; Burns, Ann; Dantic, James; Hodge, Harmon – School-University Partnerships, 2019
Due to low achievement among minorities and English Language Learners, a blue-ribbon panel was convened by NCATE to address the issue. It was determined that a transformation of teacher preparation was imperative. Out of this idea arose the clinical model for teacher preparation, which was deemed to be the important factor in preparing college…
Descriptors: Partnerships in Education, Teacher Education, Teacher Competencies, Preservice Teacher Education
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Fisher-Ari, Teresa R.; Martin, Anne; Cox, Victoria; Granville, Harley G.; Forstner, Laurie – School-University Partnerships, 2019
The teacher shortage calls for innovative recruitment, development, and retention practices. This qualitative inquiry highlights the Academy for Future Teachers (AFT), a teacher-cadet program for high-schoolers interested in teaching. We endeavored to understand how the varied participants' in AFT (high schoolers, teacher residents, and master…
Descriptors: Professional Development Schools, College School Cooperation, Preservice Teacher Education, High School Students
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Foran, Jim; Mee, Molly – School-University Partnerships, 2019
A crucial part of the teacher educator's job within the context of a Professional Development School (PDS) network is to prepare teacher candidates with the necessary skills to become highly effective teachers. In order to accomplish this, they must have a common understanding of a set of standards for teacher candidates to meet, and there must be…
Descriptors: Professional Development Schools, Preservice Teacher Education, Preservice Teachers, Readiness
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MacPhee, Deborah; Belcher, Morgan – School-University Partnerships, 2019
This study examined the ways in which PDS participants use language to co-construct knowledge about literacy teaching and learning during debriefing conversations following shared instructional experiences in K-3 classrooms. The debriefing conversations were part of a collaboratively developed pedagogical model situated in a literacy methods…
Descriptors: Partnerships in Education, Professional Development Schools, College School Cooperation, Primary Education
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Capuozzo, Robert M.; Rowe, Keri; Herron, Brittney; Kurtz, Kortney – School-University Partnerships, 2019
At the heart of this paper is a well-founded belief in the importance of play in the lives of children; play that leads to social, emotional, physical, and cognitive development. Teacher educators have the responsibility and opportunity to educate and enlighten in-service and pre-service teachers on the role of play in schools. At our university…
Descriptors: Summer Programs, Camps, Play, Child Development
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Fisher-Ari, Teresa R.; Eaton, Ashley; Dantzler, Margaret – School-University Partnerships, 2019
As more PDS [Professional Development School] and ITP [Initial Teacher Preparation] programs move toward year-long teacher residency/co-teaching models, it becomes even more critical that we--university faculty, P-12 administrators and PDS leadership--strategically match teacher candidates and experienced teachers. How might we go about doing this…
Descriptors: Professional Development Schools, Mentors, College School Cooperation, Faculty Development
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Zenkov, Kristien; Dennis, Danielle V.; Parker, Audra K. – School-University Partnerships, 2019
Recent reports from professional associations and accreditation agencies have highlighted a need for a rigorous, common set of expectations for clinical preparation experiences--a hallmark of educator preparation programs that are embedded in school/university partnerships and Professional Development Schools (PDSs). Missing in the movement toward…
Descriptors: College School Cooperation, Partnerships in Education, Teacher Education Programs, Elementary Secondary Education
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Burns, Rebecca West; Jacobs, Jennifer; Allsopp, David; Haraf, Samantha; Baker, Wendy; Johnson, William Woodland, III; Bellas, Amanda; Perrone-Britt, Francesca; Izzo, Melissa; Hailey-Brown, LaTiecea; Krein, Dustin; Wichinsky, Lillian – School-University Partnerships, 2019
Since their conception in the mid-1980s, Professional Development Schools (PDSs) have been seen as vehicles for the simultaneous renewal. Each year, the National Association for Professional Development School (NAPDS) selects PDSs that are exemplars of the NAPDS Nine Essentials. The purpose of this article is to share the comprehensive design of…
Descriptors: Partnerships in Education, Professional Development Schools, College School Cooperation, Elementary Schools
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Bragen, Bernard F., Jr.; Henning, John E.; Furda, Marie – School-University Partnerships, 2019
The purpose of this paper is to describe how one university collaborated with local P-12 partners to create an Ed.D. program in Educational Leadership. This program's goal is to professionally develop aspiring district-level school leadership in concert with local P-12 partnership school districts. As a direct result of those partnerships, the…
Descriptors: College School Cooperation, Leadership Effectiveness, Doctoral Programs, School Districts
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Hanreddy, Amy – School-University Partnerships, 2019
In this study, a PDS [professional development school] partnership is examined using the lens of "professional capital" (Hargreaves and Fullan, 2012) with an emphasis on the perspectives of teachers in preschool through grade 8. Findings suggest that teachers were less likely than university faculty to indicate that the partnership…
Descriptors: Professional Development Schools, Partnerships in Education, College School Cooperation, College Faculty
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Van Buen, Cindy; White, Beth; Baker, Melissa A.; Blakeny, Roy – School-University Partnerships, 2019
This article represents the 28 year history of Professional Development Schools at the University of South Carolina and explains how the network continues to grow and thrive, in part, by the application of a collaborative leadership model. Our goal in this article is to recognize and understand how our continued efforts, as professional…
Descriptors: Professional Development Schools, College School Cooperation, Networks, Cooperative Planning
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Lowery, Charles L.; Hartman, Cindy; Elasky, Bill; Cell, Ann; Hawk, Robin; Elmore-Clark, Kizzi; Kennedy, Marcy Keifer; Kroeger, Grace – School-University Partnerships, 2019
Creating Active and Reflective Educators (CARE) is a Professional Development School (PDS) partnership between The Patton College of Education at Ohio University and Federal Hocking Local Schools (FHLS) in rural Southeastern Ohio. This partnership, which won the 2018 NAPDS Award for Exemplary Professional Development School Achievement, is one of…
Descriptors: College School Cooperation, Partnerships in Education, Professional Development Schools, Rural Schools
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Catelli, Linda A.; Rutter, Alison L.; Tunks, Jeanne; Neapolitan, Jane; Yendol-Hoppey, Diane – School-University Partnerships, 2019
Recently, NAPDS and the PDS Research Special Interest Group of the American Educational Research Association formed a collaborative to create a new position titled Research Relations Liaison. The new collaboration and position is a vehicle for strengthening the connection between the two entities, advancing PDS Research and elevating it to a…
Descriptors: Professional Development Schools, Educational Research, Research Needs, Futures (of Society)
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Klein, Daniel; Weber, Sherri; Smith, Coralee – School-University Partnerships, 2019
Teacher candidates benefit from PDS through clinically rich practices embedded in education courses. Each year, the PDS Consortium of a college in western New York invites undergraduate students to become PDS representatives. These representatives attend meetings and assist with professional development opportunities. They serve while learning…
Descriptors: Faculty Development, Undergraduate Students, College School Cooperation, Partnerships in Education
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Hooks, Sara D.; Cruzado-Guerrero, Judith; Christenson, Lea Ann – School-University Partnerships, 2019
As classrooms become increasingly more diverse in terms of culture, linguistics, and student need, teacher education programs must evolve to develop teachers who are not only specialized in their field or content, but who are effective collaborators with colleagues and families. However, it is not enough for teacher candidates to have knowledge of…
Descriptors: Clinical Experience, Preservice Teachers, Preservice Teacher Education, Teacher Educators
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