ABSTRACT
In this chapter I reflect on the future of professional development schools (PDSs) in this time of high-stakes accountability for schools and education schools under the No Child Left Behind (NCLB) Act and the higher education act, and the pressures on educators and teacher educators to prove that what we do results in gains in student learning (Fallon, 2006). I share my understanding of: why PDSs were created as alternatives to traditional models of preservice teacher education, teacher professional development, and educational reform (which are my understanding of the core values in PDS work); where I see these institutions standing currently in relation to the larger picture of educational reform and teacher preparation in the U.S.; and some of my concerns about the future of PDSs. I will also comment on the nature of recent research on the effects of PDSs on various aspects of teacher quality and student learning.
