University-school partnerships can be a powerful mechanism for educator professional learning, but they have varying degrees of success. In South Carolina’s School District 5 of Lexington and Richland Counties, superintendent Christina Melton wanted to make sure her district’s partnership with the University of South Carolina would strategically and systematically attend to enhancing educational opportunities for all stakeholders within the district. “What if the university and the entire school district engaged in a systematic partnership? What if we created a professional development school district?” asked Melton. Dating back to the work of John Goodlad (1994), professional development school partnerships have been identified as spaces that promote the “simultaneous renewal” (p. 632) of schooling and teacher preparation. They embody the principles of collaborative partnerships, which have been