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Journal of Teacher Education
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An Assessment Framework for Professional Development Schools

Going Beyond the Leap of Faith

Lee Teitel

University of Massachusetts, Boston

After reviewing the challenges of careful documentation of professional development school (PDS) impacts, the author proposes an integrated conceptual map that uses multiple measures and sources of data on PDS impacts. The author argues that each of the several impacts expected in a PDS (in-creased learning for students, preservice educators, and experienced educators) should be documented using a backward mapping process to reflect changes in the learning experience for each of these target groups (e.g., changes in classroom and field placement experiences for student teachers), as well as organizational and cultural changes (different beliefs about teaching and learning, models, etc.) that are taking place to support them. The article goes on to describe how this approach is currently being used to assess impacts in a PDS partnership in Massachusetts.

Journal of Teacher Education, Vol. 52, No. 1, 57-69 (2001)
DOI: 10.1177/0022487101052001006
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This article has been cited by other articles:


Home page
 Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional ChildrenHome page
J. K. Klingner, S. Leftwich, D. van Garderen, and C. Hernandez
Closing the Gap: Enhancing Student Outcomes in an Urban Professional Development School
Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, January 1, 2004; 27(3): 292 - 306.
[Abstract] [PDF]