In talk about teacher preparation and professional development, we often hear the word practice associated with what, how, or when the learning of teaching is supposed to happen. In this article, f...

https://tedd.org/wp-content/uploads/2014/03/Lampert-Practice-article.pdf

Learning Teaching in, from, and for Practice: What Do We Mean?

Understanding and facilitating organizational change in the 21st century : recent research and conceptualizations

Educational administrator preparation programs have received criticism for inadequate program quality. Despite these criticisms, there are a number of programs and features of programs that are both innovative and exceptional. This article reviews standards of practice and examples of strong preparation programs for school and district administrators. Common to all of the programs is a clear vision that drives programmatic decisions and provides students with opportunities to connect to the knowledge base through carefully designed field experiences integrated into the academic program.

/pdf/exceptional-and-innovative-programs-in-educational-2eloj2qumy.pdf

Exceptional and innovative programs in educational leadership

In this article, we trace possibilities for new forms of teacher leadership that are emerging in professional development schools (PDSs)-collaborations between schools and universities that have been created to support the learning of prospective and experienced teachers while simultaneously restructuring schools and schools of education. We examine data from in-depth case studies of seven PDSs, supplemented by research in a number of other professional development schools where similar patterns of teacher leadership have been noted. In our analysis of teacher leadership in professional development schools we make three claims: that teacher leadership is inextricably connected to teacher learning; that teacher leadership can be embedded in tasks and roles that do not create artificial, imposed, formal hierarchies, and that such approaches may lead to greater profession-wide leadership as the "normal" role of teacher is expanded, thereby improving the capacity of schools to respond to the needs of students.

https://www.jstor.org/stable/info/1001667

Rethinking Teacher Leadership Through Professional Development Schools

http://www.tcrecord.org/books/pdf.asp?ContentID=10434

Reforming Teacher Preparation and Licensing: What Is the Evidence?

(1997). Understanding and harnessing the power of the cohort model in preparing educational leaders. Peabody Journal of Education: Vol. 72, No. 2, pp. 66-85.

Understanding and harnessing the power of the cohort model in preparing educational leaders

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...

/pdf/an-assessment-framework-for-professional-development-schools-44pf2xiot3.pdf

Lee Teitel

Papers

Understanding and harnessing the power of the cohort model in preparing educational leaders

An Assessment Framework for Professional Development Schools: Going Beyond the Leap of Faith

Professional School and Public School Reform Can School-Unilversilty Partnerships Lead to the Simultaneous Renewal of Schools and Teacher Education?:

Looking Toward the Future by Understanding the Past: The Historical Context of Professional Development Schools

The Impact of Professional Development School Partnerships on the Preparation of Teachers