Developmental Guidelines for Maryland Professional Development Schools

Standard III: Accountability

Student Achievement Developmental Guidelines

The PDS accepts the responsibility of and is accountable for upholding professional standards

for preparing and renewing teachers in accordance with the Redesign of Teacher Education.

5/18/01 Beginning	Developing	At Standard
A1. PDS partners understand the school improvement planning process and are aware of school improvement plans and initiatives.	A1. PDS partners collaborate on initiatives identified in the school improvement plan.	A1. PDS stakeholders collaborate to identify specific ways each stakeholder will address identified school improvement plan goals.
A2. School faculty and interns actively engage in implementing school improvement plans and initiatives.	A2. PDS partners actively engage in implementing school improvement plans and initiatives.	A2. PDS stakeholders actively engage in implementing school improvement plans and initiatives.
B1. IHE and school faculty identify data to be used to determine the impact of PDS on student achievement.	B1. IHE and school faculty collect data on the impact of PDS on student achievement.	B1. IHE and school faculty collaboratively analyze data on the impact of PDS on student achievement.
B2. Interns include PreK-12 student work in their standards-based professional portfolios.	B2. Interns include PreK-12 student work that reflects impact on student achievement in their standards-based professional portfolios.	B2. Interns include PreK-12 student work and their own reflections on that work in their standards-based professional portfolios to demonstrate impact on student achievement.