Professional Development District.

This paper examines the conditions of university/districtwide partnering that can aid systemic public education change. It introduces a university/school partnership known as the Triple "L" (Lifelong Learning and Leadership) Collaborative. The text details shared responsibility, shared accountability, alignment of teacher-performance standards, multiple linkages across people and programs, and relationship building. It discusses how these conditions are embedded in a professional-development district model and analyzes the effects of a development district partnership on student learning, adult learning, and institutional change. It presents the necessary conditions for school reform and outlines the goals of the Triple "L " Collaborative, which are: develop a seamless continuum of inquiry-based professional development at all levels of teacher development, promote teachers ' capacity to provide leadership at their school, support research and evaluate efforts continuously, an