A New Institution: The Emerging Educational Community in an Effective Professional Development School

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Abstract
The author describes day-to-day work and interaction between university liaison and K-12 school faculty and administrators at a well-functioning professional development school. The author contrasts the K-12 and higher education faculty level of collaborative work and learning at a professional development school with the more surface interactions involved in student teaching. The author contends that an educational community develops in an effective PDS in which all partners are perceived to be equally valued. This educational community is geared to student, candidate, and teacher learning. The ongoing relationships developed through a PDS help ensure a level of trust that helps bring about the learning community.

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