Interns are using more and more varied and effective pedagogical methods and practices than before. Interns are more reflective and take a greater role in decision making about their teaching practices and responsibility for their learning in their internship. Interns feel more confidence in their knowledge and skill as professionals and as a result enter the classroom better able to adapt to the reality of classroom teaching. Interns enter teaching more knowledgeable of school routines and activities beyond the classroom. Intern graduates are emerging as early leaders in their school districts and taking active roles in contributing to a professional culture.
Graduates are generally more articulate, confident and knowledgeable than other candidates.
An extremely high percentage of PDS interns are hired by the school system where their internship occurred. Districts report that they hope to offer as many contracts as possible to interns prepared through this collaborative process. School systems have developed strong professional learning communities where trained partnership teachers, site coordinators and administrators have opportunities for professional growth. PDS teachers and administrators have opportunities to inform the content and quality of teacher preparation at the university. Multiple links for communication and critical feedback among partners are provided in the organizational structure of the PDS model.