This issue marks the end of our three-year term as editors of PDS Partners: Bridging Research to Practice (PDSP). Therefore, we would like to take this opportunity to reflect on our accomplishments. We also imagine the future of the journal as we welcome a new editorial team.
In our initial editors’ introduction (Morrison, Currin, & Knotts, 2023), we established our vision for PDSP, seeking to ensure the journal encompasses high-quality manuscripts that consider “theoretical and pragmatic ways of actualizing our sincere commitment to bridging research and practice…without sacrificing the journal’s practitioner-friendly reputation” (p. 1). Additionally, we sought to provide space for diverse voices and to embrace creative submissions. To do so, we assumed a coaching stance, supporting new and aspiring authors in the production of their articles as well as guiding novice reviewers in their approach to feedback and criticality (Currin, Morrison, & Knotts, 2023; Lynch & Morrison, 2024). At points within our tenure, there was uncertainty as to whether PDSP was sustainable as a journal. However, what arose in our discussions within leadership and membership is that PDSP serves a special role in fostering novice authors’ and reviewers’ entry into academic and practitioner research. We take pride in this role and seek for this stance to continue with the new editing team.
Lastly, we instituted a new signature column, Thank You for Your Service, to highlight the outstanding work partnership members do every day. López-Robertson (2023) provided our inaugural nod to a long-time South Carolina professional development school (PDS) principal, Ms. Satterwhite. Subsequent columns recognized individuals (Donham, 2024; Ferrara, 2025) and collaborators (Cross, Albright, & Plane, 2024) across the country, who are dedicated to excellence in teacher preparation, induction and partnership.
In our final issue, we present a collection of articles that demonstrate our commitment to author growth, with several manuscripts having undergone extensive revision. It is through editors’ seeing potential in these manuscripts, reviewers’ providing thoughtful and instructive feedback, and authors’ willingness to revise multiple times that we are able to bring this work to publication. Additionally, these articles continue to contribute to expanding literature addressing The Nine Essentials, as we have called for across our tenure (Currin, Morrison, & Knotts, 2025; Morrison et al., 2023), as well as highlighting the “beautiful complexity” – the art and science – of effective partnerships (Morrison, Knotts, & Currin, 2024).
In the first article, Shekitka and Coakley-Fields (2025) share their experiences as PDS liaisons, focusing on the objectives of rebuilding, reestablishing and strengthening partnerships with diverse partners. To gain insight into and to effectively meet the needs and goals of the partnership, the authors utilized a qualitative approach to explore potential collaborative strategies and ways to build and sustain strong partnerships. They found that clearly articulating goals and defining measures of success for each stakeholder, along with sharing a common vision, are essential components of this process.
Next, Heddy and McCotter (2025) share a boundary-spanning study exploring how preservice teachers’ engagement in a global student teaching program “boosted their confidence and skills in engaging diverse learners, deepened their cultural understanding, and empowered them to address issues and celebrate diversity in the classroom”. They also found that participants felt better prepared to work with multilingual learners and in high-needs schools.
In the third article, Powers, Chaomuangkhong, and Coughlin (2025) present the results of a survey they administered to assess a summer institute associated with the Next Education Workforce initiative out of Arizona State University. Gathering teachers’ perspectives on the professional development experience gave them insight for building on existing strengths and providing additional support as needed. As they advise, school–university partnerships (SUPs) must be sustainable over time such that the success of the institute depends on continual follow-up. By including their survey instrument, they invite others to undertake similar investigations in their own contexts.
Next, in Hudson and Harder’s (2025) conceptual piece, the authors define the Collaborative Leadership through Theory and Music Model and utilize a sequence of musical metaphors to illustrate five leadership theories that inform effective collaboration within SUPs – learning organizations, psychological safety, transformational leadership, service leadership and adaptive leadership. Interwoven throughout the article are song lyrics and jazz ensemble references to elucidate the idea that collaborative leadership in SUPs, “like great music, requires structure and artistry, technical skill, individual excellence, and collective harmony”.
Then, Coen, Grove, Graybeal, and Calo (2025) describe how a consortium tasked with developing a shared understanding of the science of learning shaped a teacher preparation program and their local school partners. Through two years of collaboration, with ample financial and logistical support from the college, participants engaged in a series of workshops devoted to improved practice. Rooted in the science of learning, they followed a four-step process of establishing a focus area, deconstructing examples, assessing their current practices and articulating their next steps for improved implementation. As they note, the initiative successfully cultivated a culture of research-based instruction, grounded in solid evidence yet attuned to the realities of real-world contexts.
Finally, we end with the last Thank You for Your Service column of our tenure in which Guillaume (2025) compares her honoree – Dr. Robin Hands – to a “boson” or central node that not only participates within a network but serves as a “critical intermediar[y]” within an organization. To substantiate this claim, the author delineates the extensive work Dr. Hands has done as the Director of Practice at Sacred Heart University and with the National Network for Educational Renewal. She ends by reiterating the importance of such intermediaries to ensure high-quality teacher candidate preparation continues to occur “in times of crises and when under assault”.
As we close out 2025 in this issue, we also welcome two new editors, Suzanne Porath and Danielle Sweetman Richoux, joining Jennifer D. Morrison, who is staying on for another term. Additionally, we wish to acknowledge the outstanding service of our reviewers, authors, National Association for School–University Partnership (NASUP) leadership and Emerald Publishing liaisons who have supported us in our transition to a new publisher and a new platform. Finally, we thank the NASUP community for the opportunity to serve as editors these past three years and look forward to watching PDSP evolve under its new leadership.
