Purpose: This paper aims to provide details around Essential 8 of the Second Edition of the National Association for Professional Development Schools (NAPDS) Nine Essentials (NAPDS, 2021), which focuses on boundary spanning roles across university and P-12 school settings. Design/Methodology/Approach: This paper represents an in-depth look at one…

Clearly written agreements between parties serve as crucial components in ensuring the creation, effectiveness, success, and sustainability of any partnership. Professional Development Schools (PDSs) are no exception. Highlighted in Essential 6 of both the original and updated versions of the National Association for Professional Development…

This article describes key aspects of Essential 6 of the Second Edition of the National Association for Professional Development Schools (NAPDS) Nine Essentials--"Clearly Written Agreements." Clearly written agreements between parties serve as crucial components in ensuring the creation, effectiveness, success and sustainability of any…

This article provides details about Essential 7, which focuses on "Shared Governance" structures. The shared governance description in "The Nine Essentials, Second Edition" is fundamental to any partnership. PDS partnerships include structures that not only guide the work of the partnership, but also enable collaboration,…

How is it known that work in Professional Development Schools (PDSs) and school-university partnerships makes a difference? If the reader is in a situation to make a succinct argument with data and evidence about why PDS and partnerships should be supported and funded could they? Essential 5, which aims to support participants in partnership work…

In this article, the authors describe a key change from the First Edition to the Second Edition of Essential 3 of the NAPDS Nine Essentials. In the original Essential 3, the concept of "reciprocal professional development" was emphasized to honor PL opportunities that are led by either school-based faculty personnel as well as…

This article seeks to deepen the understanding of the revised Essential 4 by describing the key aspects and examples of the Second Edition of the National Association for Professional Development Schools (NAPDS) Nine Essentials. The key concepts that are brought forth in the revised Essential 4 include "Reflective Practice;"…

In this article the Second Edition of Essential 5 emphasizes the values of "Collaborative Research and Inquiry" as a critical part of PDSs. Collaborative research and inquiry should involve participants from both colleges and universities as well as those who work primarily in P-12 contexts. The Second Edition of Essential 5 of the…

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…

Purpose: The National Association for Professional Development Schools (NAPDS) recognizes that there is a tendency for the term "PDS" (Professional Development School) to be used as a catch-all for various relationships that constitute school--university partnership work. The intent of this NAPDS statement is to assert the essentials, or…

Hybrid teacher educators are school- and university-based teacher educators who work across the boundaries of schools and universities to facilitate the professional learning of teachers in the third space of school-university partnerships. This case study of 'Sofia" examined how a reassigned classroom teacher was transformed from her…

Teacher education is entering an exciting era for professional development schools (PDS). Recent reform efforts have called for increased school-university partnerships (AACTE, 2010; NCATE, 2010), which means that the PDS community may be well poised to offer insight into the necessary boundary-spanning roles and structures needed to support…

Framed by occupational socialization theory (Lawson, 1986), the purpose of this research was to examine perspectives of one university faculty member, eleven pre-service teachers and two cooperating teachers while enacting two clinically rich methods courses in a physical education teacher education program. We analyzed the data (researcher notes,…

Given the movement to enhanced clinical experiences and school-university collaboration emphasized in the NCATE Blue Ribbon Report, the field of teacher preparation would benefit from an understanding of the research related to preservice teacher (PST) supervision. This article uses qualitative meta-analysis to generate new knowledge about PST…

Teacher education is entering an exciting era for professional development schools (PDS). Recent reform efforts have called for increased school-university partnerships (AACTE, 2010; NCATE, 2010), which means that the PDS community may be well poised to offer insight into the necessary boundary-spanning roles and structures needed to support…