Professional Development Schools

Discussion about creating Professional Development Schools (PDS) in recent years has generated a lot of interest. The title was probably first coined by the Holmes Group, now called the Holmes Partnership. As this concept has taken life over the past decade, one thing has become crystal clear; there is no one single definition of a professional development school. Even the historical roots of the name change of the Holmes Group to the Holmes Partnership reflects the several years of discussion and debate that organization had over what constitutes a PDS as viewed by the individual dues paying university members of Holmes.  Many of the components of the concept are mirrors of those traditionally associated with laboratory schools and the Florida Developmental Research Schools. Richard E. Ishler, the John E. Swearingen Professor of Education at the University of South Carolina suggests the following as identified benefits to the university of a PDS in his model.

  • Provides context for thinking about education as P?16 rather than as P?12 and higher education.
  • Involves university faculty in educating P?12 students.
  • Involves P?12 faculty in teacher education.
  • Provides professional development opportunities for higher education faculty.
  • Keeps higher education faculty current with P?12 schools.
  • Creates laboratories for clinical and field experiences for students preparing to become teachers.
  • Allows teacher education students to gain extensive experience in real school settings.
  • Recognizes the importance of student teaching and other field experiences.
  • Allows universities to involve P?12 teachers in teaching methods classes and in the supervision of student teachers and interns.
  • Provides opportunities for research and inquiry.
  • Provides for overall better teacher education programs. This results in better-prepared teachers, which results in better education of P?12 students

Those closely associated with laboratory schools/DRSs would quickly recognize the congruence of these traits with those of laboratory schools/DRSs. The reality of the PDS movement seems to suggest that the agreement to as few as one of the above traits may constitute a PDS in the definition and eyes of a college or university and their partner school.  Up until recently, the one consistent factor that seemed to set apart a PDS from a laboratory school was the fact that PDS existed in a public school which was not attached to the campus of a teacher preparation institution. However, in recent years, that last bastion has crumbled, as a few laboratory schools have changed their title or designation to that of professional development schools. In nearly all instances, this change came about in response to real or perceived pressure to be like what seems to be in vogue and in some cases, the change carried with it prospects of increased funding sources.

Consistently, however, one limitation of PDS remains. That limitation is with regard to the autonomy and control over the curricular and research agendas for the schools. Laboratory schools, by their title, imply a setting that allows some degree of flexibility and ability to quickly manipulate variables with an eye on tweaking systems and refining processes related to the instruction and learning. Public schools and thus PDSs are accountable to a hierarchy of administrators, schools boards and state mandates that constrain the flexibility accorded to laboratory schools. Parents of students who attend laboratory schools know and accept the notion that the school is different and that constantly new approaches and curriculum will be developed, piloted, and refined. At the same time, with documented, historical track records to promote confidence, the parents trust the teachers and administrators of a laboratory school/DRS to make decisions that will not negatively affect their children. In fact most parents consistently speak of the rich diversity of opportunities and change in the curriculum and operations of the laboratory school/DRS as a positive enrichment for their children.

In light of the above discussion, universities that have laboratory schools or DRSs should be encouraged to know they possess a resource that is valued in teacher preparation circles. Nationally, great efforts are being expended in trying to capture the characteristics and benefits of such entities, but at minimal or no cost. History repeats itself in the realization that one usually gets what is paid for.