Developmental Guidelines for Maryland Professional Development Schools

Standard V: Equity

Teacher Preparation 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
A. Teacher Preparation Improvement Plan (TPIP) prepared by the IHE indicates strategy for training all interns in Professional Development Schools.	A. TPIP describes substantial progress toward training all interns in PDSs.	A. The IHE provides all interns equitable access to an extensive internship of at least 100 days over two consecutive semesters in a PDS.
B. PDS partners select PDS sites that are demographically diverse in student and staff population.	B. PDS partners provide interns with experiences working with diverse student and faculty populations.	B. Interns demonstrate skill in working with diverse student, parent and staff populations.
C. All interns have classroom experiences with students with special needs.	C. All interns have experiences with students with special needs and special educators.	C. Interns demonstrate the ability to work with students with special needs and collaborate with special educators.