collected about their performance;

• Students engage in self-assessment;

• Multiple measures and evidence of high performance by teacher candidates are required throughout the undergraduate curriculum.

These high expectations, in turn, cultivate communication across the disciplines at Alverno. The college also recognizes and supports this level of collaboration through its promotion and performance review systems.

In addition, Alverno has sought to bridge the gap between theory and practice by establishing partnerships with a number of schools in the Milwaukee public school system. At each partner school, Alverno students work with the K-12 staff and are guided by an Alverno faculty member. Students’ work in the partner schools does not focus exclusively on meeting their own needs but, rather, is guided, in part, by the needs of the Milwaukee public school system. Several middle and high schools, for example, are learning from Alverno faculty and students how to implement the assessment-as-learning model and are engaged in research studies of the implementation of the partnership programs in their schools. Alverno does not refer to its programs as Professional Development Schools. However, the overseers of these programs at Alverno believe that this approach to teacher education is having an impact similar to the impacts of other Professional Development Schools (Dietz, 1999; Zeichner, 2000).

Clark University and the Worcester Public Schools have established a K-16 collaborative that uses a “rounds” model of professional development. The concept of “rounds” is based on the training model used in teaching hospitals. This partnership version of rounds engages small groups of school-based teachers, university teachers, and students involved with teacher education in learning together about specific aspects of teaching practice. Aspects include learning about how to implement a specific curriculum, understanding how children learn, and knowledge building in a particular context, or all of these domains of classroom activity at once. A round also might serve as a way to share and examine one’s teaching practice with colleagues. During student teaching, students typically take weekly turns conducting rounds. The