Standards for Quality Professional Development Schools

1. NCATE Standards for Professional Development SchoolsDoug MacIsaacStetson UniversityCynthia HutchinsonUniversity of Central Florida

2. Standards for Quality Professional Development Schools

3. Outline • Introduction to NCATE Standards Purpose Key concepts • How the Standards are Structured Five standards Composed of elements Developmental in nature • Indicators and Examples • PDS Standards Activity • Discussion

4. Key Concepts Time Before the Beginning 2. Integration of Professional and Student Learning Through Inquiry 3. Placing Students at the Center of PDS Work Learning in the Context of Practice Boundary Spanning

5. Key Concepts Blending of Resources Principal Partners and InstitutionalPartners The Expanded Learning Community The PDS as a Standards-Bearing Institution Leveraging Change

6. PDS Standards There are five standards that address the characteristics of PDSs

7. PDS STANDARDS Standard I: Learning Community Standard II: Accountability and Quality Assurance Standard III: Collaboration Standard IV: Diversity and Equity Standard V: Structures, Resources, and Roles

8. The PDS Standards are strongly connected and in many instances they overlap. Consequently, they should be viewed together as a whole.

9. Developmental Guidelines Standards relate to various stages of PDS development. Guidelines are cumulative in nature

10. Developmental Levels • Beginning Level • Developing Level • At Standard • Leading Level

11. Beginning Level • Beliefs, verbal commitments, plans, organization and initial work are consistent with the mission of the PDS • PDS partners are committed to key concepts of the PDS and earliest work evidences initial steps in that direction

12. Developing Level • Partners are pursuing the PDS mission • Partial institutional support • Movement toward institutionalization

13. At Standard • PDS mission is integrated into the partnering institutions • PDS work is expected and supported • PDS work reflects best practice • PDS partners work together to promote positive outcomes for all learners • PDS policies and practices support PDS participants in meaningful ways

14. Leading Level • PDS work is sustaining and generative • Systematic changes in policy and practice in partner institutions • Influence on policy at district, state, and national level • Potential for leveraging change

15. The PDS StandardsEach standard consists of several elements

16. Standard 1Learning Community • Supports Multiple Learners • Work and Practice are Inquiry-Based and Focused on Learning • Shared Personal Vision of Teaching and Learning Grounded in Research and Practitioner Knowledge • Serve as Instrument of Change • Extended Learning Community

17. Standard IIAccountability and Quality Assurance • Develop Professional Accountability • Assure Public Accountability • Set PDS Participation Criteria • Develop Assessments, Collect Information, and Use Results • Engage with the PDS Context

18. Standard IIICollaboration • Engage in Joint Work • Design Roles and Structures to Enhance Collaboration and Develop Parity • Systematically Recognize and Celebrate Joint Work and Contribution of Each Partner

19. Standard IVDiversity and Equity • Ensure Equitable Opportunities to Learn • Evaluate Policies and Practices to Support Equitable Learning Outcomes • Recruit and Support Diverse Participants

20. Standard V Structure, Resources, and Roles • Establish Governance and Support Structures • Ensure Progress Towards Goals • Create PDS Roles • Resources • Use Effective Communication

21. StandardsActivity

22. Discussion