PDS Handbook Teitel Notes

Teitel, L. (2003). The professional development schools handbook: Starting, sustaining, and assessing partnerships that improve student learning. Thousand Oaks, CA: Corwin Press.

Preface

Teitel's beliefs about PDS: (All are quoted directly from pp. xxi-xxii)

• PDS partnerships can and should be transformative.
• Equity matters.
• PDSs should be beneficial for all partners.
• Relationships are key, but systems and structures need to change for lasting impacts.
• Data and high-quality information are critical at all levels in PDS partnerships.
• Leadership matters.
• Even though every context is different, the majority of the tasks and challenges facing PDSs are similar.

Chapter 1: Introduction: History and Foundations of Professional Development Schools

·      "The history of the cycles of improvement of teacher education and of schooling show, at best, a lack of coordination and often a complete disconnection, along with associated finger-pointing and blaming (p. 2)."

·      Schools and universities have often be disconnected and even at odds with regard to preparing teachers.

·      The Roots and Contexts for Professional Development Schools

o   "PDSs can be seen as places in which to resolve the tensions historically existing between schools and universities (p. 2)."

o   "For teacher education, PDSs provide an opportunity to create a venue for literal praxis, the development of teaching skill and practice in context (p. 3)."

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