Exploring the Promise and Possibility of Innovation in Professional Development Schools

doi:10.1017/9781009285841.045

37 - Exploring the Promise and Possibility of Innovation in Professional Development Schools

from Part VI - Inquiry and Innovation in School–University Partnerships

Published online by Cambridge University Press: 05 November 2025

Diane Yendol-Hoppey ,

Tia Kimball and

Eva Garin

Edited by

Janna Dresden ,

JoAnne Ferrara ,

Jane E. Neapolitan and

Diane Yendol-Hoppey

Edited in association with

Jori S. Beck ,

Morgan Z. Faison ,

Sonia E. Janis ,

Kathleen Provinzano and

Logan Rutten

Show author details

Janna Dresden: Affiliation:
University of Georgia
JoAnne Ferrara: Affiliation:
Manhattanville University
Jane E. Neapolitan: Affiliation:
Towson University
Diane Yendol-Hoppey: Affiliation:
University of North Florida
Jori S. Beck: Affiliation:
Old Dominion University
Morgan Z. Faison: Affiliation:
University of Georgia
Sonia E. Janis: Affiliation:
University of Georgia
Kathleen Provinzano: Affiliation:
Binghamton University
Logan Rutten: Affiliation:
University of North Dakota

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Summary

We explore the promise and possibility of innovation in professional development schools (PDS). Based on a systematic review of 351 articles from school university partnerships, this chapter provides an analysis as well as illustrations of professional development school innovation. Our analysis points to three gears of innovation including the PDS itself as the initial innovation, the infusion of inquiry and research within the PDS as a second level of innovation, and a third level of innovation characterized as innovative outcomes. These outcomes related to innovation (1) as collaboration that fills a PK-12 learning gap and complements PK-12 instruction, (2) that supports the redesign of teacher education to strengthen learning through clinical practice and build program coherence, (3) in job-embedded professional learning, and (4) related to expanding the scope of partnerships. We conclude by highlighting a series of insights gained from the analysis and identifying future possibilities and challenges for PDSs.

Keywords

innovation school–university partnerships systematic review collaboration teacher education

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Type: Chapter
Information: The Cambridge Handbook of School–University Partnerships , pp. 547 - 581

DOI: https://doi.org/10.1017/9781009285841.045 [Opens in a new window]

Publisher: Cambridge University Press

Print publication year: 2025

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