University and classroom educators collaborate in PDS.

The Holmes Group is a consortium of nearly 100 American research universities committed to making teacher preparation programs more rigorous and more connected to liberal arts education. The consortium also supports research on learning and teaching and sponsors wise practices in the schools. It is working on a complex, interactive set of reforms. Recommended reforms begin with a sound arts and sciences curriculum that imparts full understanding of those disciplines to teachers and students. Coherently organized on-campus studies of the critical knowledge about learning and teaching would be integrated with well-coached in-school practice and teaching. Teaching would take place in several settings, but especially in schools enrolling diverse students and those who are at risk of academic failure. University and school faculties would collaborate on research and try new approaches to learning and teaching.

The Holmes Group proposes that these reforms be implemented in a Professional Development School, defined by the group as an elementary, middle or high school that works in partnership with a university to develop and demonstrate:

* fine learning programs for diverse students

* practical, thought-provoking preparation for novice teachers

* new understandings and professional responsibilities for experienced educators

* research projects that add to all educators' knowledge about making schools more productive.

A Professional Development School (PDS) provides excellent opportunities to strengthen the quality of preservice preparation and improve inservice techniques. This partnership also encourages a positive working relationship with public schools and strengthens the field experience component of teacher preparation programs.

Baylor University's School of Education collaborated with the Waco Independent School District to design the Hillcrest Professional Development School, based on information from the Holmes Group. Hillcrest PDS provides a site for teacher preparation and for inservice professional development.

The school is designed to be a comprehensive collaboration on school innovation. In the PDS, university faculty and teachers are able to research questions that link practical knowledge with scholarly pursuits.

The elementary PDS accommodates approximately 260 students from pre-kindergarten through 5th grade. The school, organized on a year-round schedule, has a principal and professional staff from the university and school district. A joint planning committee, composed of faculty from the university, school district and community professionals, serves in an advisory capacity and promotes communication among the participating groups.

Instructional settings are organized in learning environments with multi-age groups. Each group has approximately 40 students representing the community's culturally diverse population. Each environment is headed by a master teacher, who supervises a first-year teacher, student teachers and other preservice teachers from the university. Each learning environment is in an inclusive setting.

Hillcrest PDS has implemented the following programs and organizational elements:

* Theme-based interdisciplinary teaching--Students study more than one subject at the same time to examine a central theme, topic, problem or issue.

* Multi-aged groups--Learning environments are divided into multi-aged groups of students. These groups provide flexibility, cooperative learning models, individual attention and a sense of community.

* Technology--Students are taught to use technology, enabling them to engage in continuous self-education.

* Cooperative learning--Students are allowed to work in small cooperative learning groups.

* Inclusion--Instructional programs are available to accommodate all students in the classroom, regardless of learning differences.

* Performance assessment--Report cards are not used. Instead, students are asked to demonstrate their understanding of concepts over time by creating a tangible product or observable performance.

* Outdoor learning environment--Developmental play, fine arts and environmental education allow students to utilize the school grounds for hands-on learning.

Also, the PDS is a preparation site for preservice teachers. It provides excellent opportunities to organize and implement programs for in-school practice and teaching. Programs include:

* Field experiences--Optimum field experiences are a major function of PDS. These experiences are guided by the faculty and provide an opportunity for the preservice teacher to observe techniques of a master teacher and various models of instruction.

* Class sessions in elementary, special education and early childhood education--Class sessions are scheduled in various learning environments. Preservice teachers plan activities and participate with the children, and are directed and evaluated by the university faculty and master teachers.

* Discussions, demonstrations and observations--Discussions and demonstrations are presented by PDS teachers. Preservice teachers observe and experience theme-based interdisciplinary teaching, use of technology, cooperative learning and techniques of assessment in an optimum learning environment.

* Student teaching--Student teaching in the PDS is a full-year experience. Students in elementary and early childhood education who meet the requirements for student teaching must pass a screening process for acceptance into the PDS student teaching program. Designated university classes accompany the student teaching experience. Students have the opportunity to apply theory to practice.

In summary, establishing a PDS entails a commitment from the university and school district. It should be a preparation site for preservice educators and for the continuing professional development of inservice educators. A PDS should be a collaboration for school innovation, as well as a place for university faculty to help shape quality programs that serve as models of learning, inquiry, reflection, innovation and professionalism.