Professional Development on Multiple Literacies in an Urban Professional Development School

Abstract

This is a narrative report of a three-year professional development effort taking place within a professional development school (PDS). University professors collaborated with teachers in an urban junior high school to work on broadening their conceptions of literacy to enable student success. At the end of the project, it was clear that the ‘professional development’ was just as profound for the university professors as it was for the teachers.