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School - University Partnerships: The Journal of the National Association for Professional Development Schools

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Educational leadership -- United States, Teachers -- United States, Teachers -- Training of


This article reports the research findings of a qualitative study that employs case study research methods to examine a newly-formed university district- teacher union partnership. Examination of the question "How do we better prepare teachers" led to the formation of a university-district-association (teacher union) partnership, which led to a new question: How do the roles of principal and liaison in a Professional Development School affect pre-service and tenured teacher learning? The school-university partnerships' mission was to design a mutually beneficial program of teacher preparation and tenured teacher professional development. Findings determined that there were significant perceived mutual benefits; notable benefits for the school partner appeared in the unexpected roles of tenured teacher, principal, and liaison. The study's finding have implications for the universities that prepare teachers, teaching practitioners, school and district leaders, and even state and national policy makers.


This is the final proof. Originally published in School-University Partnerships and can be found online at:

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