µÛÍõ»áËù

School District
µÛÍõ»áËù, The Patton College of Education

Professional Development School Partnership
Teacher Education

MEMORANDUM OF UNDERSTANDING

The following memorandum of understanding is in recognition that µÛÍõ»áËù and The Patton College of Education and the School District are working to develop a professional development school (PDS) partnership with multiple, mutually supportive ends. Our purpose is the creation of a
professional development school relationship based on continuous learning for all participants in the professional development community. This partnership recognizes that both the university and school faculty can renew and revitalize their respective educational missions. The partners are committed to the goal of high and equitable student achievement, to effective instructional practice, and to school structures that support student learning. This will be achieved collaboratively through:

1. Providing a quality clinical setting for the preparation of Teacher Education candidates.
2. Providing continuous professional development for PDS teachers, university faculty, and administration.
3. Promoting and conducting inquiry and research directed at the improvement of Teacher Education.
4. Renewing and redesigning teacher preparation curricula and practices at the school and university levels.

Professional Development School

µÛÍõ»áËù’s Patton College of Education is committed to the success of all learners in the PDS Partnership. The Patton College strengthens future teacher preparation with a rigorous clinically based model that strives to derive theory from sustained clinical practice. The PDS also incorporates a practice based, school base model that encourages ongoing teacher candidate classroom involvement
and teaching, as well as co-teaching to impact P-12 student learning in the schools.

While most educational institutions view teacher education, student learning and staff development as separate entities, the PDS creates an environment that supports learning of all faculty simultaneously and in which university and school-based educators take on new roles and responsibilities for the success of all students.

In order for a school to qualify as a PDS site: (1) a majority of the faculty of the school must be willing to engage in the process of school reform; (2) a majority of the faculty must be willing to work with preservice teacher education candidates; (3) a majority of the faculty must be willing to support
inquiry, research, and the exchange of professional knowledge; and, (4) each school participating as a PDS site must be willing to allocate an appropriate portion of its staff development resources (released-time for teachers, staff meeting times, etc.) to the goals of the PDS partnership. Each local school corporation must be willing to support and emphasize the PDS partnership.

National Association for Professional Development Schools

The National Association for Professional Development Schools (NAPDS) Nine Essentials for PDS will guide the work of the partnership.

The nine required essentials of a PDS:

1. A comprehensive mission that is broader in its outreach and scope than the mission of any partner and that furthers the education profession and its responsibility to advance equity within schools and, by potential extension, the broader community;
2. A school–university culture committed to the preparation of future educators that embraces their active engagement in the school community;
3. Ongoing and reciprocal professional development for all participants guided by need;
4. A shared commitment to innovative and reflective practice by all participants;
5. Engagement in and public sharing of the results of deliberate investigations of practice by respective participants;
6. An articulation agreement developed by the respective participants delineating the roles and responsibilities of all involved;
7. A structure that allows all participants a forum for ongoing governance, reflection, and collaboration;
8. Work by college/university faculty and P–12 faculty in formal roles across institutional settings; and
9. Dedicated and shared resources and formal rewards and recognition structures.

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