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From the Editor

n each volume of the Bulletin, Issue #3 is devoted to Educators’ Choice rather
Ithan to a predetermined theme. Authors are given an open invitation to write on
any topic of educational concern or relevance—but, interestingly, common themes
tend to emerge. Such is the case in this issue, where professional development and
the concept of collaboration take center stage for several of the articles.
Coler et al. capture both emergent themes as they open the issue with a
consideration of school-university partnerships and professional development
schools. They provide rich examples of how such partnerships can and do function
to enhance professional learning, innovation and reflection, and shared decision-
making. The idea of partnerships expands in Howell et al.’s article on the power
of school-business partnerships to improve employment for individuals with
intellectual and developmental disabilities. In this case, work with the business
community enhances educators’ ability to meet the needs of this special population.
Shifting the idea of collaboration for professional development to a more intimate
level, Steiner et al. explore the benefits of mentoring blended with coaching to
enhance practice and reflection for both parties. Dotson and Broughton follow
with a unique study of 26 DKG chapter presidents who reflect on chapter leaders
as mentors who both develop themselves and impact the development of others
through their role. In another unique study of professional development—in this
case involving participants in writing letters to the editor—Shockley and Morris
explore the tension between educators’ rights of free speech and the constraints
of being public employees.
The remaining articles in the issue provide varied insights to readers. Tussey et
al. offer concrete literacy practices that enhance social-emotional learning for
students who need behavior supports at school and at home. Rice and Richardson
consider the value of the classroom library in educational settings that are
increasingly rich in technology, and Broughton reviews a book that encourages
games that shift students to actual, physical play rather than play on devices.
Ultimately, it is probably not surprising that themes emerge naturally when DKG
members are given “educators’ choice.” Their passion for the profession drives them
to keep a finger on the pulse of what is important in education. May their mission-
bound devotion to promoting the professional and personal growth of women
educators and excellence in education provide inspiration to all educators who seek
to impact education worldwide.

Judith R. Merz, EdD
Editor

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