We invite you to submit a manuscript for the upcoming special issue on the theme of “Cross-Institutional Professional Development: Impacting Collaboration, Knowledge Sharing, and Professional Growth among Educators.”

Cross-institutional professional development holds immense potential for fostering collaboration between professionals from higher education institutions (IHE) and professional development schools (PDS), thereby benefiting from the expertise present on both campuses. By exploring the partnership between IHE and PDS professionals, we can unlock numerous advantages for pre- and in-service teachers and administrators.

In this special issue, we aim to delve into the ways that cross-institutional professional development influences collaboration, knowledge sharing, and professional growth among educators. We invite submissions on a variety of topics, including but not limited to the following:

  1. Relevant Professional Development: How can we ensure that professional development aligns with the needs and interests of the participants? What role do needs assessments, surveys, or other pre-assessments play in creating effective professional development experiences?
  2. Cross-Institutional Collaboration: What elements contribute to successful collaboration across institutions? Are there specific actions, structures, or programs that establish, preserve, or strengthen these partnerships? How does the school-university partnership model facilitate this collaboration? Furthermore, what benefits and challenges arise in such collaborations, and how do IHE and PDS professionals work together to overcome these challenges?
  3. Flexibility: How can cross-institutional professional development cater to the diverse needs of participants, including those with varying levels of experience, expertise, and scheduling constraints? What modalities of collaboration work best in these contexts? Additionally, what kinds of spaces and places are conducive to hosting cross-institutional professional development?
  4. Follow-up and Support: How can coaching, mentoring, or supplemental materials provided after professional development sessions help participants apply what they have learned? How can partnerships be sustained beyond the professional development phase? What forms of follow-up and support can strengthen learning outcomes resulting from professional development experiences?

Please note that articles should be a collaboration between PK-12 school-based staff, students, university faculty, and/or student interns. Authors must identify at least one of the National Association for Professional Development Schools (NAPDS) “Nine Essentials” addressed in their submission. While NAPDS membership is not mandatory for authors, we encourage authors to comply with these guidelines.

To be considered for this special issue, please submit your manuscript by November 11, 2023, to the guest editors via the online system on the journal’s homepage. The articles should be a maximum of 10,000 words, adhering to APA 7 guidelines. For more detailed submission instructions, please refer to the author guidelines available on the SUP website.

All submissions will undergo a double-blind peer review process. Following this process, authors will be notified of the publication decisions and provided with valuable feedback by December 10, 2023. Final article revisions are due by January 28, 2024.

We anticipate publishing this themed issue in early 2024, showcasing groundbreaking research and insights in the field of cross-institutional professional development.

If you have any questions or require further clarification, please feel free to reach out to us, the guest editors, Jess Smith or Ryann N. Shelton.

We are excited to receive your contributions and appreciate your support in disseminating knowledge and enhancing professional growth in the education community. You can access the call HERE.