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NCPEA Education Leadership Review

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Educational leadership -- United States, Teachers -- United States, School improvement programs -- United States, United States. Elementary and Secondary Education Act of 1965


How do we prepare and support better teachers during financial crisis? A newly formed university-district partnership, utilizing Professional Development School (PDS) research leveraged instructional rounds as a professional development strategy for mutual benefit. This article synthesizes two successful schools' journeys toward innovative and transparent improvement of teachers' practices, for both tenured and preservice teachers. Analysis of each school's video documentation of instructional rounds, observations, interviews, focus groups, and artifacts of the partnership yielded increased leadership capacity, improved culture, and continuous professional learning, even within a context of staff reduction and budget crisis. These schools' stories have critical application to teacher and leadership preparation in the political climate of accountability and the reauthorization of Elementary and Secondary Education Act (ESEA), which seeks to ensure "a great teacher in every classroom [and] a great principal in every building"


This is the publisher's final PDF. Originally published in NCPEA Education Leadership Review (

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