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This case study examines how differing views on the teacher's role in school reform affected the work of a school–university partnership. The school district and the university had a history of partnerships and shared common general goals. Yet, as the partnership progressed, conflicting perspectives about teaching and the purpose of professional development became evident and created dilemmas that influenced the nature of the work. We provide background information about each partner, describe the two views, and examine how the differing perspectives influenced the goals and activities of the partnership. This study highlights the complex issues embedded in school–university collaboration.

In this case study, we use a consensus model as a framework for examining the professional development component of a standards-based reform effort initiated by a school district in the United States. We describe the district's actions, analyze the extent of adherence to the model, and identify reasons for what occurred. Although administrators intended to adopt key design principles of effective professional development, specific implementation strategies undermined and contradicted these principles. Their response to increasing bureaucratic controls at the state and national levels translated into increased regulation and control at the district and school levels, which paradoxically restricted the very attributes they sought to enhance.

School/university partnerships often expand teachers’ professional development options beyond the traditional inservice model. This research explored the range of professional development opportunities for teachers in four secondary schools affiliated with the same school/university partnership. All teachers at the partner schools were administered surveys, and 24 teachers—six from each site—were selected for in-depth interviews, structured tasks, and informal observation. Using adult workplace learning as a framework, the author examines the types of opportunities teachers find most valuable, identifies conditions needed for meaningful professional development activities, and discusses implications for practice.