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To detail the revised Essential #1.

This is a description and case study of Essential #1.

This article includes the following elements: details of the rationale behind the revisions to the Essential; highlights of the specific changes to the Essential; and definitions of the key concepts related to the Essential.

This article provides the following: a “Deepening Our Learning” section, with a description of the Essential in action that might help others to integrate this ideal into their teaching and teacher education practices; and a reflection on potential impacts of the new elements of each Essential on existing or new PDS work.

This article provides a description and application of the revised Essential #1.

This paper aims to provide details around Essential 8 of the Second Edition of the National Association for Professional Development Schools (NAPDS) Nine Essentials (NAPDS, 2021), which focuses on boundary spanning roles across university and P-12 school settings.

This paper represents an in-depth look at one element of a policy statement of the NAPDS. The Nine Essentials were reviewed over a 4-year period through meetings, focus groups and symposia with various stakeholder groups. These provided context and information for both the revision of the policy statement and the writing of this article (and the other articles in the series).

The intention of this series of articles is to provide a deepened understanding of the complexities of P-12 School and University partnerships. Each of the essential elements provides a framework for developing new PDSs and sustaining existing partnerships for the long term.

This is a reprint request.

The purpose of this article is to unpack more deeply Essential 2: Clinical Preparation. This article offers a comparison of the first and second editions of Essential 2 and also provides resources and activities partners can use and engage in to deepen their work on the clinical preparation of teachers.

This article is being resubmitted so that it can be reprinted with the other Nine Essential articles.

The purpose of this article is to provide a description as well as examples related to Essential 3 in the Second Edition of the NAPDS Nine Essentials.

The study aims to review the Nine Essentials.

The authors worked with groups from different conferences to gather data.

A PDS (Professional Development School) is built upon shared, sustainable governance structures that promote collaboration, foster reflection and honor and value all participants’ voices.

Nine Essentials are foundational to PDS work.

The purpose of this paper is to describe the key aspects and give examples of Essential 4 of the Second Edition of the National Association for Professional Development Schools (NAPDS) Nine Essentials.

Policy makers, professional associations and scholars continue to advocate for the integration of enhanced clinical experiences for future teachers’ preparation. These recommendations reflect the growing recognition that few events in preservice teachers’ education are more significant than their experiences in the classrooms of veteran peers. Aware of the fact that the field of teacher education needs examples of effective clinical experiences, the authors examined the “critical, project-based” (CPB) model, employing Photovoice activities in a dropout prevention course in a secondary education partner school at the beginning of the COVID-19 pandemic. This paper aims to discuss the aforementioned objective.

Aware that the field of teacher education needs examples of effective clinical experiences, the authors examined the CPB model, employing Photovoice activities in a dropout prevention course in a secondary education partner school at the beginning of the COVID-19 pandemic. In this article they detail a practitioner research examination that explores the experiences of 12 preservice middle/high school teachers, reporting on these individuals’ considerations of general pedagogies, writing instruction strategies and teaching personas.

Results suggest that preservice teachers might best identify pedagogical practices that are consistent with their nascent teaching identities via experiences that occur in school-university partnerships in which future teachers are positioned as pedagogues.

This manuscript explores the use of the “CPB” clinical experience model, identifying the impacts of this approach for preparing future teachers.

This paper describes an integrated unit of study conducted with middle school students who— after being asked to consider the profound and potentially nebulous question, “What does it mean to be an American citizen?”—were directed to respond by developing performance poetry and highlighting themes with visual images they created, found, or manipulated. The goal of our project was to engage youth in what might be understood as a noncontroversial exploration of their conceptual considerations of citizenship. But we hoped to engage them in considering the topic more deeply and in new ways. We appealed to the tools of today’s visual culture, which resulted in creative outputs attentive to contentious early 21st century notions of national identity. We present findings and outline the steps taken to develop and deliver this unit to these students and thus aid other practitioners interested in helping young people to cultivate richer concepts of citizenship.

The National Association for Professional Development Schools (NAPDS) recognizes that there is a tendency for the term “PDS” (Professional Development School) to be used as a catch-all for various relationships that constitute school–university partnership work. The intent of this NAPDS statement is to assert the essentials, or fundamental qualities, of a PDS. NAPDS encourages all those working in school–university relationships to embrace the Nine Essentials of PDSs communicated in this statement. The Essentials are written in tangible, rather than abstract, language and represent practical goals toward which work in a PDS should be directed.

Policy statement.

NAPDS maintains that these Nine Essentials need to be present for a school-university relationship to be called a PDS. Without having all nine, the relationship that exists between a school/district and college/university, albeit however strong, would not be a PDS. How individual PDSs meet these essentials will vary from location to location, but they all need to be in place to justify the use of the term “PDS.”

For those in established PDSs, some aspects of this document will be confirmed, while other aspects may be identified as needing attention. For those aspiring to establish PDSs, the authors offer this statement as a useful guide for their work. NAPDS invites individuals involved in school–university partnerships to share this statement with colleagues in the spirit of continuous improvement. By coming to terms with the challenges and opportunities inherent in this statement, the study can collectively fulfill the vision of this remarkable and distinct partnership called PDS.

This policy statement articulates how the Nine Essentials are the foundation of PDS work.

Music has been an integral part of humanity’s culture for millennia. Like many other artifacts of culture, songs have: expressed a range of feelings, informed listeners of historical and political issues, and provoked social awareness and change at every level of sophistication. In nearly all corners of the globe, music is woven deeply into the fabric of life and significantly affects and reflects the contexts in which it is written and shared. Our almost universal passion for music, bolstered by its importance as an artifact of culture and history, has not resulted in the integration of musical forms and texts in our classrooms in any systematic or conspicuous way. In that context, we propose a framework for integrating music in the social studies classroom. Our example comes from two individuals who lived very different lives, yet experienced some tragic parallels confronting fascism at various points in history. The music and writing these individuals left behind enable us to explore best practices in social studies and literacy in particularly engaging ways.