Enhancing Democracy through P-20 School-University Partnerships in Teacher Education: Implications for Educational Leaders

The purpose of this paper is to share how schools and universities can partner intentionally through Professional Development Schools to enhance democracy by answering the questions: (1) What is it about Professional Development Schools, as robust school-university partnerships, that give voice to teachers to enhance democracy, particularly in a high-stakes accountability climate? and (2) How can schools and universities create robust partnerships to empower teachers’ voices in a high-stakes accountability climate? The paper argues that educational leaders in schools and universities must change their mindset and their practice to form partnerships in ways that rethink teacher preparation, induction, and professional development together. This paper describes two cases situated in a high-accountability context in the United States and offers concrete actions educational leaders can take to enhance democracy through school-university partnerships by building robust Professional Development Schools.