holistic perspective on teacher education and student learning represented by Professional Development Schools epitomizes what is required for comprehensive teacher education. The attributes exhibited by PDS programs and other similar collaborative efforts should be viewed as integral components of all teacher education programs.

This is not enough, however. Based on its two years of study, the committee also has concluded that improvement of teacher education for science, mathematics, and technology will require greater levels of cooperation among the various stakeholders than is currently the case even among Professional Development Schools. Sustainable change will require some fundamental rethinking of the roles and strengths of each of the organizations involved in the partnerships, including the allocation or reallocation of human and financial resources from each of the partners. In the next chapter of this report, the committee presents its broad vision for improving teacher education, including concepts for how those who are involved in teacher education might rethink and redefine their roles. Recommendations for implementing this vision conclude the main report.