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• W235871870 abstract "Through professional development schools (PDSs), the College of Education at Texas Tech University has attempted to link school and teacher education renewal with research. In 1990, the university and Lubbock Independent School District initiated PDSs at a junior high school and an elementary school. Three additional PDS sites have been initiated since then, including a rural K-12 school. In addition to discussing steps involved in initiating the professional development school collaborative, this paper describes several specific PDS initiatives. Considerable emphasis has been placed on staff development, which focuses on building the capacity of universityand school-based faculty for educational renewal. Each partner in the collaborative actively participates in planning research and inquiry designed to test ideas, practices, and innovations. At each PDS, a functioning cadre exists to promote the reflective practice, inquiry, and research that are seen as central functions of the PDS. Both process and outcomes data are being collected from individual PDSs, and a description of collection procedures and a list of the research studies underway are included. The university's PDS-related research efforts are linked to other collaboratives: West Texas State University, Wayland Baptist University, Lubbock Christian University, two regional service centers, and multiple school districts in the Panhandle-south Plains of Texas. (Contains 16 references.) (IAB) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** U.S. DEPARTMENT OF EDUCATION Office of Educational ROMIlarCil and improvement EDUCATIONAL RESOURCES INFORMATION CENTER O This document has been reproduced as received from the person organization onginating it 0 Minor changes neve been made 10 impl:ye reproduction quality Points of view or opinions stated in thisdocument do not necessarily represent official OERI posmon or policy A Collaborative Agenda: Linking School and Teacher Education Renewal with Research Through Professional Development Schools Charles W. Smith Texas Tech University PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Previous efforts to restructure K-12 schools and teacher education programs have failed to change the deep structures in which they traditionally have been grounded (Cuban, 1986; 1990). Only recently have initiatives emerged that simultaneously link the restructuring of K-12 schools and colleges of education (Waloszyk & Davis, 1993). Efforts are underway across the country (in such institutions as Michigan State University, Brigham Young University, and the University of Washington) that illustrate the impact of school/university partnerships. This suggests that the future well-being of public schools and colleges of education may be integrally intertwined. In order to understand the process of collaborative change, university and school-based faculty must jointly re-examine how they can best carry out their respective responsibilities. There has been extensive interaction between public schools and university faculties, but it has been almost exclusively interindividual not interinstitution. Only occasionally have university and school-based faculty members worked collaboratively to effect meaningful change in either schooling or teacher education (Goodlad, 1993). As a response, a number of school/university partnerships are being forged around the country to establish professional development schools as a means of bridging school renewal with the restructuring of the way that we prepare and continuously develop teachers, administrators, and counselors." @default.
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• W235871870 title "A Collaborative Agenda: Linking School and Teacher Education Renewal with Research through Professional Development Schools." @default.
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