The professional development school partnership: Is practice improving? Teachers and principals respond
Abstract
The 1980s brought some fundamental changes to American public schools. The first wave of reform stressed academic rigor and teacher accountability, while the second wave emphasized professionalization. This emphasis resulted in the Professional Development School (PDS). The Holmes Group prioritized the relationship between teachers and principals, and partnerships between teachers, principals, and university faculty for the improvement of teaching and learning. From this PDS purpose identified by the Holmes Group, this pilot study examines the perceived effectiveness of PDS on teachers’ practice as realized by a purposeful sample of Midwest PDS teachers and principals. PDS has improved teacher practice in several areas. However, teachers’ and principals’ perceptions of teacher practice are not congruent. The teacher, administrator, and university faculty relationship has potential to improve teaching and learning, but it has yet to be realized.
Keywords
Citation
Frampton, P., Vaughn, V.L. and Didelot, M.J. (2003), "The professional development school partnership: Is practice improving? Teachers and principals respond", Journal of Educational Administration, Vol. 41 No. 3, pp. 292-309. https://doi.org/10.1108/09578230310474430
Publisher
:MCB UP Ltd
Copyright © 2003, MCB UP Limited