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ABSTRACT: This article describes the PDS partnership between George Mason University and Daniels Run Elementary School, which are located in Fairfax, Virginia. In the spring of 2020, during their fifth year together, the partnership was awarded the National Association of Professional Development Schools Exemplary PDS Award. The Mason PDS program structure as well as the unique features of this universityschool partnership are described. The Mason/DRES partnership's shared mission includes a school/ university culture committed to the preparation of future educators centered around active engagement in the school community (NAPDS Essential #2) as well as a shared commitment to innovative and reflective practice (NAPDS Essential #4). The partnership's inquiry focus results in ongoing and reciprocal professional development for all stakeholders (NAPDS Essential #3) and engagement in and public sharing of the results of teacher inquiry (NAPDS Essential #5).
George Mason University and Daniels Run Elementary School PDS Partnership: Growing Collaborative Inquiry
George Mason University (Mason) is a research university located in Northern Virginia in the greater Washington, D. C. metro region. As part of the School of Education in the College of Education and Human Development, the Elementary Education program provides a post-baccalaureate Masters certification teacher preparation program leading to K-6 licensure and a Masters degree in Curriculum and Instruction. Research and theory on effective teacher preparation (AACTE, 2010, 2011; Council of Chief State School Officers, 2012; Hammerness, Darling-Hammond, Grossman, Rust, & Shulman, 2005; Zeichner & Conklin, 2008) are cornerstones of the program. The Mason Elementary PDS program is guided by national teacher education standards (CCSSO, 2011; NCATE, 2000), state accredited, award winning (NAPDS Exemplary PDS, 2016; Groth et al., 2017), and embedded within inquiry and ongoing collaboration with partner schools.
Mason PDS Program Structure
Masons Elementary Education Program uses a Professional Development School (PDS) model informed by research and theory on effective teacher preparation (Book, 1996; Hammerness et al., 2005; Holmes Group, 1990; NAPDS, 2008). Teacher candidates are selected through a rigorous admission process that includes a writing sample and an individual, on-campus interview conducted by a university faculty member and a school partner. Teacher candidates complete coursework that emphasizes the knowledge and theory teachers need for effective instruction (Bransford, Darling-Hammond, & LePage, 2005). As part of their program, teacher candidates participate in extended...