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What differentiates the professional development school (PDS) from other schools are the people and the roles they have created to enact the functions or goals unique to the PDS model: preparation of teacher candidates; enhanced professional learning for educators; improved student achievement through the simultaneous renewal of university and K-12 curriculum; and inquiry designed to continuously improve teaching and learning (Clark, 1999a;Darling-Hammond, 1994;Goodlad, 1994;Teitel, 2003). The addition of teacher candidates and university personnel inherently changes who is in the school, who interacts with students and practicing teachers, and how these interactions ultimately impact the overall function of the school.Ideally, these are schools with different structures and governance systems that include university faculty and teacher candidates in ways that are meaningful to both the teacher preparation institution and the PDS. Historically, the literature refers to the process of simultaneous renewal whereby both organizations learn from each other and inform each other's work, creating innovation and change for enhanced student learning (Clark, 1999b).However, actualizing the four partner functions and the process of Note

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