Rich clinical preparation combined with progressive experiences in
professional development school (PDS) settings are proposed to bring
about systemic and impactful transformation of educator preparation and
professional growth in order to improve and enhance P-12 student
learning. In this book, diverse authors describe their efforts to forge
PDS partnerships to develop and deliver high quality training and
practical experiences for candidates, and simultaneously provide
professional development for experienced practitioners in ways that
mirror recommendations found in authoritative reports and literature.
The authors' collective wisdom is vividly captured in the multi-voiced
chapters that are collaborations between cooperating teachers, school
administrators, county and district level administrators, university
supervisors, and instructional faculty.
The contexts authors write about are recognizable, and the
accomplishments they experienced and challenges faced will resonate with
institutions courageously undertaking change or renewal. The book will
be invaluable to school and university faculty and administrators as
they transition to a partnering model of clinical preparation for
teacher candidates: it will help stakeholders decide if their schools
and institutions are ready to commit to a partnership, and highlight the
benefits they stand to gain, but realistically address challenges that
may be faced by administrators and faculties as well as teacher
candidates in the PDS enterprise.
