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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.

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 provide a description as well as examples related to Essential 3 in the Second Edition of the NAPDS Nine Essentials.

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 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.

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

The purpose of this article is to describe the important aspects and provide examples of Essential 5 in the Second Edition of the National Association for Professional Development Schools (NAPDS) Nine Essentials.

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.