ABSTRACT
This inspirational epigraph speaks to the power of service learning as an influence upon university students' impressions of high school students and hints at the empathy that often results. The fact that this undergraduate student can articulate "the right to be equally taught" serves to introduce my second chapter of this volume. This chapter will present three examples of social justice projects within teacher education at Montclair High School, a professional development school. Professional development schools represent partnerships between university-based teacher education programs and P-12 schools. These partnerships have at their core a four-part mission: to both demonstrate and develop successful
teacher preparation; to establish and maintain ongoing faculty professional development; to create and sustain a culture of educational inquiry; and to maintain a focus on student achievement.'
