Developmental Guidelines for Maryland Professional Development Schools

Standard V: Equity

Student Achievement Developmental Guidelines

The PDS supports equitable involvement of PreK-16 faculty/staff and interns

to support equitable outcomes for diverse learners.

Beginning	Developing	At Standard
A1. PDS partners communicate with parents and community members about increasing student achievement, with attention to achievement needs and gaps.	A1. PDS partners seek input from parents and community members about increasing student achievement, with attention to achievement needs and gaps.	A1. PDS partners, parents and community members cooperate to increase student achievement, especially attending to achievement needs and gaps and other equity issues.
A2. School and IHE staffs support interns’ engagement in various forms of parent communication about student achievement, with special attention to equity issues and the participation of minority and underrepresented parents.	A2. Interns initiate and participate in various forms of parent communication about student achievement, with special attention to equity issues and the participation of minority and underrepresented parents.	A2. Interns initiate, participate in, and assess the success of various forms of parent communication about student achievement, with special attention to equity issues and the participation of minority and underrepresented parents.
B. School staff and interns implement education that is multicultural.	B. PDS partners collaboratively implement education that is multicultural.	B. PDS partners collaborate to ensure that all education is multicultural.
C1. IHE faculty and pre-service mentors help interns explore and address diversity issues in instruction.	C1. PDS partners explore and address diversity in instruction.	C1. PDS partners explore, celebrate, and value diversity in instruction.
C2. IHE faculty and pre-service mentors help interns explore and address diversity issues in assessment.	C2. PDS partners explore and address diversity in assessment.	C2. PDS partners explore, celebrate, and value diversity in assessment.
C3. PDS partners demonstrate attention to equity issues including decision-making, communication skills, and personal interactions.	C3. PDS partners collaboratively identify equity issues and appropriate models for decision-making, communication skills, and personal interactions.	C3. PDS partners model appropriate decision-making, communication skills, and personal interactions with attention to equity issues.
C4. IHE and school faculty examine instructional data to determine achievement gaps.	C4. PDS partners plan to modify instruction to eliminate achievement gaps.	C4. PDS partners modify instruction to eliminate achievement gaps.

5/18/01