Title: NCATE Standards for Professional Development Schools Doug MacIsaac Stetson University Cynthia Hutchinson University of Central Florida
1NCATE 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
4Key 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
5Key Concepts
- Blending of Resources
- Principal Partners and Institutional Partners
- The Expanded Learning Community
- The PDS as a Standards-Bearing Institution
- Leveraging Change
6PDS Standards
- There are five standards that address the
characteristics of PDSs
7PDS 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
8The PDS Standards are strongly connected and in
many instances they overlap. Consequently, they
should be viewed together as a whole.
9Developmental Guidelines
- Standards relate to various stages of PDS
development. - Guidelines are cumulative in nature
10Developmental Levels
- Beginning Level
- Developing Level
- At Standard
- Leading Level
11Beginning 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
12Developing Level
- Partners are pursuing the PDS mission
- Partial institutional support
- Movement toward institutionalization
13At 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
14Leading 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
15The PDS StandardsEach standard consists of
several elements
16Standard 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
17Standard 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
18Standard 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
19Standard IVDiversity and Equity
- Ensure Equitable Opportunities to Learn
- Evaluate Policies and Practices to Support
Equitable Learning Outcomes - Recruit and Support Diverse Participants
20Standard V Structure, Resources, and Roles
- Establish Governance and Support Structures
- Ensure Progress Towards Goals
- Create PDS Roles
- Resources
- Use Effective Communication
21StandardsActivity
22Discussion