A general analysis of professional development school (PDS) efforts indicates that, overall, the partnership efforts that were studied devote significantly less attention to ideas about the nature of schools, learning, teaching, the knowledge base for teaching, and teacher learning and professional development than they devote to establishing university-school arrangements, the mechanics of the operation, and the interpersonal relationships involved in bringing university teacher educators and preK-12 teachers together. New teacher induction appears to be the focus of most PDS efforts, but this induction is compromised by insufficient attention to altering the context in which student teachers and beginning teachers learn to teach. The paper suggests that PDS goals should be focused more directly and intensely on improving student and teacher learning. Efforts to reach these goals should be driven by four visions: (1) schools as morally based communities of learners; (2) learning as experience-based intellectual construction; (3) teaching as professional problem solving; and (4) professional knowledge as the knowledge of practice. In addition, PDS efforts should be connected as much as possible to compatible reform proposals and recent thinking about knowledge construction, professional development, and adult learning. (Contains 27 references.) (IAH)