Developmental Guidelines for Maryland Professional Development Schools

Standard I: Learning Community

Teacher Preparation Developmental Guidelines

The PDS recognizes and supports the distinct learning needs

of faculty/staff, interns, students, parents and community members.

Beginning	Developing	At Standard
A. Teacher education program reflects PreK-12 instructional content priorities.	A. Teacher education program and field-based experiences reflect PreK-12 instructional content priorities.	A. PDS partners collaboratively integrate PreK-12 instructional content priorities in the teacher education program and field-based experiences.
B1. IHE and school faculty/staff discuss ways to involve interns in school/community activities within the PDS.	B1. IHE and school faculty/staff provide on-going opportunities for interns to participate in school/community activities.	B1. IHE and school faculty/staff ensure interns’ active participation in school and community-related projects.
B2. Interns observe, implement and analyze standards-based teaching practices during the extensive internship.	B2. Interns observe, implement, analyze and assess standards-based teaching practices during the extensive internship.	B2. Interns observe, implement, analyze and refine standards-based teaching practices during the extensive internship.
C1. IHE and school faculty communicate regarding the facilitation of reflection concerning the integration of theoretical models with classroom practice.	C1. IHE and school faculty facilitate reflection by collaborating to provide learning experiences that integrate theoretical models with classroom practice.	C1. PDS partners facilitate reflection by collaborating to provide learning experiences that integrate theoretical models with classroom practice.
C2. Interns engage in reflection with their cohort members.	C2. Interns, pre-service mentors and IHE faculty engage in reflection with one another.	C2. PDS partners engage in reflection with one another.