NCATE Standards for Professional Development Schools Doug MacIsaac Stetson University Cynthia...

NCATE Standards for Professional Development Schools

Doug MacIsaacStetson University

Cynthia HutchinsonUniversity of Central Florida

Standards for Quality

Professional Development Schools

 Outline

• Introduction to NCATE StandardsPurpose

Key concepts• How the Standards are Structured

Five standardsComposed of elementsDevelopmental in nature

• Indicators and Examples• PDS Standards Activity• Discussion

Key Concepts

1. Time Before the Beginning

2. Integration of Professional and Student Learning Through Inquiry

3. Placing Students at the Center of PDS Work

3. Learning in the Context of Practice

4. Boundary Spanning

Key Concepts

6. Blending of Resources

7. Principal Partners and Institutional Partners

8. The Expanded Learning Community

9. The PDS as a Standards-Bearing Institution

10.Leveraging Change

PDS Standards

There are five standards that address the characteristics of PDSs

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

The PDS Standards are strongly connected and in

many instances they overlap. Consequently, they should be viewed together as a whole.

Developmental Guidelines

•Standards relate to various stages of PDS development.

•Guidelines are cumulative in nature

Developmental Levels

• Beginning Level

• Developing Level

• At Standard

• Leading Level

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

Developing Level

• Partners are pursuing the PDS mission

• Partial institutional support

• Movement toward institutionalization

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

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

The PDS Standards

Each standard consists of several elements

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

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

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

Standard IVDiversity and Equity

• Ensure Equitable Opportunities to Learn

• Evaluate Policies and Practices to Support Equitable Learning Outcomes

• Recruit and Support Diverse Participants

Standard V Structure, Resources, and Roles

• Establish Governance and Support Structures

• Ensure Progress Towards Goals

• Create PDS Roles

• Resources

• Use Effective Communication

StandardsActivity

Discussion