Teacher Leader Preparation and Development in PDS: Themes and Recommendations

This chapter synthesizes Chapters 13–17. After distinguishing teacher leaders as individuals who enact various functions of teacher leadership in today’s schools, the chapter describes three themes related to teacher leader preparation and development in professional development schools (PDSs): (1) teacher leaders are made not born, (2) school–university partnerships create the conditions for developing high-quality teacher leaders, and (3) PDSs have the potential to develop teacher leaders as teacher educators. The chapter concludes with recommendations on how teacher leadership in PDSs can be strengthened

High-Quality Teaching Requires Collaboration: How Partnerships Can Create a True Continuum of Professional Learning for Educators

Producing high-quality teachers should be a shared goal and a shared endeavor -between those who prepare teachers in universities and those who support teachers’ learning in schools. Yet, teacher education has been portrayed more as a dichotomy than a continuum of lifelong learning, beginning with the preservice teacher and continuing throughout an inservice teacher\u27s career. When schools and universities work together, especially in professional development school -contexts, this goal can be actualized

The Changing Nature of the Role of the University Supervisor and Function of Preservice Teacher Supervision in an Era of Clinically-Rich Practice

Given the movement to enhanced clinical experiences and school–university collaboration emphasized in the NCATE Blue Ribbon Report, the field of teacher preparation would benefit from an understanding of the research related to preservice teacher (PST) supervision. This article uses qualitative meta-analysis to generate new knowledge about PST supervision using research published from 2001 to 2013. Using a search of three different databases, the findings of 32 studies became the data to address the research question: What are the core PST supervisory tasks and practices that support the developmental nature of PST learning within the clinical context? Through the meta-analysis, the authors identified five tasks and twelve practices of PST supervision. The tasks include (1) targeted assistance, (2) individual support, (3) collaboration and community, (4) curriculum support, and (5) research for innovation. These results indicate that PST supervision and the role of the PST supervisor is changing as the field moves towards strengthening clinical practice