After reviewing the challenges of careful documentation of professional development school (PDS) impacts, the author proposes an integrated conceptual map that uses multiple measures and sources of data on PDS impacts. The author argues that each of the several impacts expected in a PDS (in-creased learning for students, preservice educators, and experienced educators) should be documented using a backward mapping process to reflect changes in the learning experience for each of these target groups (e.g., changes in classroom and field placement experiences for student teachers), as well as organizational and cultural changes (different beliefs about teaching and learning, models, etc.) that are taking place to support them. The article goes on to describe how this approach is currently being used to assess impacts in a PDS partnership in Massachusetts.
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