Editorial: Editors’ introduction

Abstract

Welcome to this issue of PDS Partners: Bridging Research to Practice (PDSP), the first to feature an entire set of articles accepted by the new editorial team. Fittingly, it opens with an important message from a former editor. In her new role as our organization's president, Garin shares some exciting changes on the horizon. Further commemorating the occasion, the next piece is the inaugural contribution to our new "Thank You for Your Service" column, in which L opez-Robertson highlights an elementary school principal's decades-long "commitment to her community, schools, teachers, and families," evident in "an atmosphere where all ideas are welcome, and where all people feel a sense of belonging." L opez-Robertson's emphasis on Ms Satterwhite's capacity for building community and engaging others in that active process ably illustrates key principles of professional development school (PDS) models, as explained in Volume 18, Issue 2 of PDSP, which centered on the Nine Essentials. Because one of those principles is "recognition of accomplishments" with an eye toward "long-term sustainability" (Cosenza et al., 2023, p. 87), we encourage you to consider writing about one or more members of your own schooluniversity partnership for a future installment of "Thank You for Your Service." As our organization adopts a more inclusive scope, encompassing school-university partnership models beyond the PDS framework, we hope the column can highlight a similarly expansive view of service and those who serve.Indeed, recent shifts in teacher education have included a preference for teacher candidate terminology rather than the arguable misnomer of preservice, thus recognizing aspiring educators as learners and laborers (Basile, 2023), much like their supervisory counterparts. Related calls for "PK-12 mentor teachers to serve as boundary-spanning, school-based teacher educators" (Parker, Zenkov, & Glaser, 2021, p. 66) have likewise steered scholars' attention to their crucial, multifaceted roles. PDS and other school-university partnerships should be primed to acknowledge the panoply of contributions from diverse community members that make such educational spaces unique, yet a study of PDS scholarship suggests room for representational growth. Examining a sample of 300 articles, Breault (2014) argued that although P-12 educators appear to be "the dominant partners in PDS research. . . no voice really comes through the literature unmediated by a university perspective" (p. 23). Further, despite the ostensible impact of various initiatives on student learning, children's perspectives are seldom salient in the field at large (Hartman et al., 2021).Therefore, like Breault (2014), we see the need to "deliberately and fairly represent the voices of all PDS partners" (p. 33). With PDSP serving as an ideal venue for achieving that aim, we are delighted to share the articles in this issue. The very authorship of DiCicco et al.'s piece exemplifies the boundary-spanning nature of PDS work, linking school and university leaders in the act ...