This study investigated whether a Professional Development Practicum (PDP) at Pennsylvania's Millersville University had an impact on the educational values of PDP student teachers, especially those related to middle level school reform. Researchers designed a 2-semester study to assess changes in educational values of student teachers placed in middle level teamed instruction, as compared to student teachers randomly assigned to non-teamed classrooms. Student teachers completed a survey at the beginning and end of the 14-week student teaching semester. Cooperating teachers also completed the instrument at the beginning of the semester. The VAL-ED instrument assessed educational values regarding relationships in school settings among students, teachers, administrators, and communities. Data analysis indicated that the program had no significant impact on the educational values of PDP student teachers when compared to the values of non-PDP student teachers. Values regarding student, teacher, administrator, and community behaviors and interactions differed among groups, but not significantly. The effect of cooperating teachers' educational values on student teachers' values was minimal. (Contains 2 charts and 22 references.) (SM)