Preservice teachers demonstrate appropriate proficiency in those disciplines they are expected to teach. Preservice teachers have the pedagogical content knowledge needed to link student learning to the key elements of the major disciplines. Faculty from arts and sciences and education work with faculty from the schools in continuous renewal of the substance of the curriculum in partner schools. Professional development for educators is collaboratively defined and is based on the diverse needs of students to be served by the educators. Professional development builds the capacity of educators to engage in school-centered renewal.
Partners engage in critical social inquiry concerning school and teacher practices.
Partners share examples of critical social inquiry regarding their school and the broader community of which it is a part. School and university-based educators use reflective practice in order to grow professionally. The results of such reflection are used to inform school practice and educator preparation. Partners use the partner school as a setting for scholarly examination of professional practice. Partners conduct inquiry in accordance with norms of scholarly research, including review by and discussion with colleagues.