How One School-university Partnership Designed Learning Experiences to Propel Equity based Teaching Forward in the PDS Context.

This paper will discuss the efforts of one school-university partnership in providing individualized, high quality professional development in the form of a 9-credit, graduate course certificate program in culturally proficient leadership to in-service teachers across 3 schools in the university's PDS network. The researchers document their collaborative efforts in(l) developing the certificate program; (2) designing and implementing the graduate course work; and (3) using culturally responsive, anti-racist leadership tools to promote teacher awareness and critical reflection of issues related to equity, access, and socialjustice teaching (National Association for Professional Development Schools). Reflections on program implementation and student outcomes are also shared. [ABSTRACT FROM AUTHOR]