Essential 6: articulated agreements – foundation and guidance for PDS work

Abstract

Purpose

The purpose of this article is to describe key aspects of and provide examples of Essential 6 of the Second Edition of the National Association for Professional Development Schools (NAPDS) Nine Essentials.

Citation

Goree, K., Badiali, B., Burns, R.W., Coler, C., Cosenza, M., Polly, D., Stoicovy, D. and Zenkov, K. (2023), "Essential 6: articulated agreements – foundation and guidance for PDS work", PDS Partners: Bridging Research to Practice, Vol. 18 No. 2, pp. 130-140. https://doi.org/10.1108/PDSP-06-2023-0021

Introduction

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 Schools (NAPDS) guiding statement document, What it Means to Be a Professional Development School (NAPDS, 2008, 2021a), is the need for an articulated agreement to serve as a foundation of understanding among all parties involved.

As NAPDS approached the process of revising the original Nine Essentials (NAPDS, 2008), the input and perspectives of many individuals and groups were shared, reviewed and considered. Many of those ideas and considerations are addressed in the revised edition, including in Essential 6: Articulated Agreements. Although the original Essential 6 (see Table 1) captured the essence of the need for partners to agree on various aspects of the interaction and collaboration between the college/university and P-12, it was agreed that this essential needed updating in several ways. From revision work, several key terms and concepts arose as needing to be clearly addressed in light of articulated agreements. These terms and concepts are included in the updated essential.

The full text of revised Essential 6: Articulated Agreements reads as follows.

PDS partners collaboratively create, review and renew written articulated agreements. The document(s):

1. Identify the commitment of each entity.

2. Articulate the expectation that each partner will have an equal voice in decision-making, including in determining the content of the agreement(s), describe the roles and responsibilities of various individuals.

3. Outline processes for developing, maintaining and identifying desired shared outcomes to promote sustainability and renewal.

Renewed agreements(s) should reflect the evolution of the partnership (NAPDS, 2021a).

Intentionally written in a way that communicates the spirit of aspiration, the revised Nine Essentials are not so prescriptive that they limit partnerships to certain formats or requirements. Instead, they are written to encourage PDS work that is sound and built on evidence-based practices that challenge those of us working in the PDS setting to focus on the needs of our particular learning communities as we plan, learn and grow together.

So, what is new in the revised Essential 6 and why?

With regard to changes in Essential 6, in particular, there are several aspects of the updated structure and wording that were changed or rearranged to emphasize particular ideas. Essential 6 is written with an emphasis on intentionality. In the revised Essential 6, it is clearly communicated that an articulated agreement between partners is a critical attribute of a PDS, not just a document that comes into being as a result of naturally occurring interactions between/among partners. Further, the Essential emphasizes the inclusion of commitments and expectations to be clearly addressed in the articulated agreement documents instead of solely focusing on “roles and responsibilities of those involved.” This includes recommendations that specific processes are clearly outlined.

The Revisions in Essential 6 come from a sincere belief that partnerships must be based on each partner having an equal voice in decision-making. Additionally, partnerships must engage in the action of continuous improvement and renewal in response to lessons learned, changes needed and desires to strengthen aspects of the partnership.

Key terms highlighted in revised Essential 6

The Second Edition of the NAPDS Nine Essentials (2021a) is supported through 14 key concepts. Essential 6 emphasizes two of them: articulated agreements and collaboration. Having articulated agreements in place and focusing on collaboration in all planning, decision-making and implementation are fundamental to PDS work. These terms were defined in the following ways in the Revised Edition of the Nine Essentials (NAPDS, 2021a).

Articulated agreement

An articulated agreement is a written document (e.g. Memorandum of Understanding or contract) between a college/university and a P-12 school/district/division that outlines the structure and goals of the partnership and the expectations for each partner. Additional documents may include handbooks, policy manuals, glossaries, etc. (p. 17).

An articulated agreement may take on various forms as a college/university and P-12 school/districts enter into PDS partnership. Memorandums of Understanding (MOUs), contracts and other documents may be used to define and describe various aspects and agreements between the parties involved. Every PDS operates in a different context with a variety of attributes that must be considered from the perspectives, resources, needs, strengths and values of both partners. Formalizing the partnership with a clearly written and communicated understanding is necessary for the success and sustainability of PDS work. Appendix includes an example of a MOU.

It is imperative that the articulated agreement be created in collaboration through intentional shared decision-making, ensuring that the needs, conditions, expectations and perspectives of all parties are considered, discussed, and attended to in the partnership document(s). As is clearly stated in What It Means to Be a Professional Development School (2021), “…a PDS is not a model, but a set of community agreements arrived at through collaboration and sustained by a respectful, fair, and reciprocal approach to addressing priorities. Above all, a PDS labors to create conditions that benefit all learners” (p. 10). The articulated agreement for a PDS should clearly define the community agreements of the PDS as noted above and communicate a strong commitment to collaboration to help ensure success, sustainability and continuous renewal.

Collaboration

Collaboration is the action of P-12 and college/university PDS stakeholders to work together to achieve common goals.

As groups worked together and various stakeholders in the Association contributed ideas to updating the Nine Essentials, the importance of shared decision-making and collaboration between and among colleges/universities and P-12 partners surfaced time and again. In order for a PDS to address and realize its goals, equal voice in decision-making is central to the overall success of a PDS partnership. Knowledge and expertise come in many forms and from a variety of experiences. It is the combination of experiences, perspectives and ideas of both content experts at the university and “boots on the ground” experiences and reality of rules, regulations and everyday school expectations of the campus/district perspective that help to make the PDS thrive. Everyone learning every day from one another in a true community of practice – that is the beauty of the clinical preparation of teachers in a true PDS.

Impact of revised Essential 6 on PDS work

As noted as a Design Principle in the 2010 National Council for Accredidation of Teacher Education (NCATE) publication, Transforming Teacher Education Through Clinical Practice: A National Strategy to Prepare Effective Teachers,

Strategic partnerships are imperative for powerful clinical preparation [of teachers]. School districts, preparation programs, teacher unions, and state policymakers must

form strategic partnerships based on the recognition that none can fully do the job alone.

Each partner’s needs can be met better by defining clinically based teacher preparation as

common work for which they share responsibility, authority, and accountability covering

all aspects of program development and implementation (p. 5).

Having clearly written articulated agreements as described in Essential 6 is a critical attribute of the work in strategic partnerships to help guide the partners in decision-making, have trusting and transparent relationships, and ensure that processes and procedures are in place to support consistency and clear understanding in aspects of the partnership deemed necessary for the PDS work to be meaningful and productive.

As colleges/universities and P-12 schools join to authentically tie theory and practice and provide a clinical setting in which preservice teachers will learn in a PDS, two distinct entities are merging to share ideas, space, resources and much more. Although both entities may be enthusiastic about embarking on their new adventures and learning together, the merger is not as likely to be successful if there are not clear understandings, processes and procedures, and trusting relationships established. Thus, the need for articulated agreements. The university, oftentimes, has traditionally been isolated in classrooms on college and university campuses as professors impart knowledge of theory and practice to their students to prepare them to teach.

The P-12 schools/districts have often been working without much interaction with institutions of higher education. They welcome teacher candidates into their schools to fulfill certification requirements, but are focused on state rules and regulations, high stakes testing and student success in light of standardized testing results. Quality PDS work takes a lot of work, and it is not simple or easy to establish a partnership that addresses the needs, values and desired outcomes that are central to the goals of all parties involved.

With the revised wording of Essential 6, it is hoped by those who contributed to the efforts of updating it that the way it is written and the content now included in the essential will provide more guidance and more clearly communicate the most critical aspects of the PDS partnership. The aim is to ensure that these aspects are in place and agreed upon by both partners, setting the partnership up for success. A sincere effort was made to ensure that the updated Essential 6 did not come across as communicating that an obligatory agreement was key. It was, instead, written to communicate a spirit of collaboration, commitment and desire for the objectives, goals and values of all to be central to the work and efforts of the combined expertise, knowledge and talents of all involved, all learners – whether they be professors at universities, administrators and teachers in the schools, preservice teacher candidates, learners in our schools, parents, community members or others. Together we are always better. We can help each other to learn and better contribute to the field to which we are so passionate…training teachers of excellence who are confident and knowledgeable as they enter the classroom and able to support all learners.

Deepening your learning

As has already been highlighted, articulated agreements of any kind, including but not limited to MOUs/contracts for a PDS, may be written in various ways depending on the needs and relationships between the university/college and the P-12 school/district. Some agreements include a more formal overview of the major policy and funding agreements in one document with exhibits attached to describe PDS vision, goals, and structures, resource agreements and descriptions of positions in the PDS work. Others may be more informal. It is also not uncommon to see the most legal aspects of a partnership addressed in a formal MOU or contract while other important aspects of the PDS are documented in more informal ways such as in policy and procedure handbooks.

For some partnerships, general counsel at the school/university and/or legal counsel for the P-12 school/district may need to vet the agreement(s) prior to it being formalized, particularly if the commitment of certain resources or insurance issues must be included due to legal requirements of either or both entities. It is also important to note that MOU/contract requirements may vary between states depending on legislative rules and regulations or policies of school districts or universities. Depending on the structure of the partnership, articulated agreements may vary in some ways from PDS to PDS within the same school district or in the same school district with various colleges or universities. In addition, one document may refer to another document(s) that clarifies expectations and agreements.

Ideas to consider in creating or strengthening articulated agreements

Items in MOUs or contracts should include the following aspects: (1) Purpose of partnership and overall commitment of all parties involved; (2) Specific commitments of each party regarding candidate placements in the schools (number of candidates, expectations of candidate performance, expectations of teachers serving as mentors to the candidates, stipends paid to mentor teachers, if applicable, including the amount and time frame in which the stipends will be paid); (3) Outline of investments of both the college/university and P-12 school/district as applicable (e.g. investment of time, monetary resources, in-kind contributions and personnel); (4) Insurance requirements and assurances as required by the college/university and/or campus/district partners; (5) Details regarding parent/caregiver permission for video/pictures of students in classrooms necessary for candidates to fulfill their responsibilities to complete requirements for recommendation for certification in the state in which they are seeking certification; and (6) Expectations for candidates in the classrooms to which they are assigned with clear understanding of the assignments they must complete to fulfill program/state requirements to be certified/licensed upon successful completion of their educator preparation program.

The MOU could be enhanced with examples of exhibits such as (1) the mission and vision statement of the partnership, (2) a description of roles and responsibilities of those involved in the PDS work, and (3) a projected expense forecast of the financial contributions that each party has agreed to provide, if applicable.

In addition to the MOU, the partnership may create and maintain a policy and procedures handbook. Handbooks for PDS partnerships work best when they are viewed to be “living documents” that are reviewed on a regular basis throughout the year and adjusted in response to the needs and goals of each PDS. As an example, PDS Handbook of Policy and Procedures may include sections such as those described in Table 2.

One suggestion is to make sure that, in articulated agreements (MOU, policy manual, contract, policy, procedures handbook, etc.), both partners have outlined that the expectation that the university will have input (representatives participate in interviews) if the superintendent of a school district or principal at a PDS changes and that the P-12 school/district has representation on the interview team(s) if the Dean or PDS Program Director/University Liaison at the university changes. In addition, if all agree that candidates for positions that support a PDS should plainly understand that the expectations will be for them to support the PDS, it is more likely that the new personnel will be happier, more engaged, and more committed to PDS work as they enter and become acclimated to the PDS environment.

Creating or updating PDS articulated agreement(s)

The following activity is meant to provide some ideas and guidance for PDSs as articulated agreements are created or review and updated. Caveat: The following activity suggestion is nothing new and comes straight from 29 years of experience in PDS work and from the heart. As with any other activity or decision, each PDS needs to identify format, organizations, topics and content that will work best for their situation and partnership as they create, review and/or renew their articulated agreements for the PDS work. Steps to engaging in this work might include some or all of the following ideas.

First, convene representatives who are committed to PDS work and represent various perspectives that will contribute to creating, updating, and/or renewing the articulated agreement(s). Ideas might include university and school administrators, teachers, university faculty members, teacher education candidates, P-12 students, parents and community members. Be sure to include the big decision-makers once you have a general plan to pursue PDS work. Without their support, the likelihood of the PDS succeeding diminishes a great deal.

Prior to or during meetings provide a copy of the Nine Essentials (NAPDS, 2021a) total document to everyone who will be participating in the meetings/conversations whether you are just creating a PDS or are assessing the work of an existing and/or established PDS. The revised Nine Essentials bring energy to the PDS work and are a valuable guide to decision-making and planning. As noted, the Revised Essentials are not prescriptive but are, instead, aspirational in nature, written to help those who seek to establish PDS sites at which all are learners interacting with one another to increase knowledge, share talents and experiences and implement an effective clinically based educator preparation program. Foci should include improvement of student achievement, preservice teacher development, district teacher development, and campus growth and success.

Conversations about the Second Edition of the NAPDS Nine Essentials could be as one group or in smaller groups to review the essentials and assess the campus/district current situation/progress in light of each essential. Each group should note ideas, concerns and recommendations of aspects of each essential that may need to be addressed for the first time, need attention or need updating.

Additionally, the group may benefit from participating in book clubs or reviewing articles about research related to PDSs. Both NAPDS journals have online themed issues with freely available articles and other issues of the journals are indexed in Education Resources Information Center (ERIC) and ProQuest and available through Google Scholar. Additionally, NAPDS has posted a list of endorsed books on its website which could be used to provide a shared experience of reading and discussing aspects of PDS partnerships.

As partnerships begin to take action, consider establishing a task force to organize and prioritize the ideas collected to share with the planning group so that all ideas can be corroborated and make sure that the ideas communicate the perspectives of all involved to the extent possible. Solicit feedback from task force participants and others, as needed and applicable. Recommendations and suggestions can then be presented to the leadership of both the college/University and PK-12 district or school for consideration and approval. It may be beneficial to support ideas with research or examples from books or articles. Additionally, most MOUs or contracts are ratified with the signature of leadership from both the college/university and campus/district.

Summary

Making sure to have an articulated agreement for your PDS work is imperative. Doing so will help to ensure that the relationships, commitments, and agreements are clearly defined. With the agreement in place, you will be more able to easily refer to the documents as changes in personnel (especially leadership positions) take place and questions arise. There is no question that in today’s world leadership and faculty/staff at all levels of both colleges/universities and schools/districts change often. As this happens, the history, knowledge, rationale and commitment for the work that has been/is being done can easily be lost in the shuffle. Existing articulated agreements can help to communicate information and expectations to those who are new coming into a PDS and may not immediately have the experience or knowledge to contribute to the work, quality, and sustainability of the partnership. But they can learn!

It is also important to mention that one of the most resounding sentiments that was shared at every meeting at which so many worked diligently to revise the NAPDS Nine Essentials was the importance of those who are committed to creating, improving and sustaining truly quality PDSs helping, supporting and encouraging one another. It is not always easy as we deal with real world educational trends, policies, rules, regulations and high stakes testing. But to those who have experienced the successes of PDS work and witnessed first-hand the benefits to preservice teacher as they prepare to go out and influence the world, to student achievement at schools in which PDS is the model for learning by all, and to campus/district growth and success, it is – without a doubt – worth the effort. Enjoy your PDS work. To say it is rewarding and worth addressing the challenges is putting it way more than mildly! When implemented with fidelity, PDS partnerships make a difference – a very positive difference.

Table 1

Comparison of original and revised Essential 6: articulated agreements

Original Essential 6	Revised Essential 6
An articulation agreement developed by the respective participants delineating the roles and responsibilities of all involved	A PDS requires intentionally evolving written articulated agreement(s) that delineate the commitments, expectations, roles, and responsibilities of all involved

Table 2

Possible sections for a PDS handbook of policy and procedures

Mission and vision	Candidate reassignment policy
Structural Organization of the Partnership	Diversity, Equity and Social Justice
Description of Key Positions Including Titles and Roles and Responsibilities	Program Assessment
Partnership Governance (may include descriptions of Purpose and Authority of various governing groups as well as the composition, responsibilities/actions of each group) Establishing and Retaining a Formal PDS	Research – Action and Institutional Research Procedures (definitions, requirements, sharing of results and permissions)
Procedures for Selecting Personnel	Budget Reporting
Student/Candidate Placement Policy	Celebrations and Ways to Communicating about the Partnership

Appendix