A volume in the series: Research in Professional Development Schools.


Editor(s): JoAnne Ferrara, Manhattanville College. Janice L. Nath, University of Houston- Downtown. Ronald Beebe, University of Houston -Downtown. 

Editors are seeking chapters that highlight PDSs partnered with community schools that clearly adhere to the ethos of both the National Association of Professional Development Schools and the National Coalition of Community Schools. Because of the strength of both models, the editors also welcome chapters that are either PDS or community school specific but that also include discussion into how each might benefit from the addition of the other structure and that explore steps on how a school/university partnership might move into a combined PDS/community school relationship. The literature review should be grounded in PDS and community school research with a look towards extending the knowledge base or solving a problem of practice. Attention should be given to PDS work with diverse students in under resourced communities with a focus on academic and social supports.

Chapter Content
Chapter content to address the Nine Essentials and the integration of a PDS into a community school (or vice versa). Make  strong connections between the 9 Essentials  and the four pillars of community schools, (https://learningpolicyinstitute.org/product/community-schools-effective-school-improvement-brief) that demonstrate one or more of the following aspects:

  • Educator preparation
  • Student success, academic/social
  • Teachers’ professional learning and growth
  • Collaborative leadership, including community partners
  • Best practice overlaps
  • Family engagement and support
  • Integrated student supports

Section 1: The PDS/Community School Partnership

  • How has the collaboration/integration between the PDS and community school model been determined to be effective? 
  • In what ways does the community school enhanced the preparation of teacher candidates in the PDS program? 
  • What perspectives have teacher educators, K-12 mentors/administrators, community school personnel and teacher candidates gained?
  • How did collaboration provide a productive framework for building capacity among community partners and K-12 students? 
  • What is the measurable impact on community stakeholders, including K-12 students, K-12 faculty, teacher educators, and teacher candidates?
  • What were the important steps you took to become a PDS/ Community School? What was foundational to the process?

Section II: Community School and Educator Preparation

  • What aspects of the community school model could enhance the preparation of teacher candidates and the growth of practicing in a PDS model?
  • How could a community school engage with a PDS, and for what goals/outcomes? 
  • In what ways could the community school inform the work of the PDS?
  • In what ways could the PDS inform the work of the Community School?
  • What steps could your community school take to become a combination of PDS/CS (or if your institution is already a combined structure, what steps were most important in the process). 

Section III: PDS Building Capacity in the Community

  • In what ways could the PDS model be enhanced by incorporating or collaborating with a community school model? 
  • What might be the advantages for teacher candidates to experience the community school model?
  • How could this collaboration provide a productive framework for building capacity among community partners, practicing teachers, and K-12 students? 
  • What steps could a PDS take to become a PDS/Community School?

Submission Deadline
Email the following to joanne.ferrara@mville.edu

  • Abstract by February 15, 2021, (APA 7th edition)
  • Cover sheet with author contact information including affiliation

Selection Schedule
Authors notified by March 1, 2021
Chapter Submission: June 1, 2021