Developmental Guidelines for Maryland Professional Development Schools

Standard IV: Organization, Roles and Resources

Student Achievement Developmental Guidelines

Partner institutions allocate resources to support the
continuous improvement of teaching and learning.

Beginning	Developing	At Standard
A. IHE and school faculty and administrators identify strategies for keeping parents informed about PDS programs.	A. PDS partners include parents and community members in planning and implementing PDS activities.	A. PDS stakeholders build a structure to examine the impact of PDS on student achievement.
B1. IHE and school faculty and administrators begin to examine current mechanisms for creating and monitoring PDS policies, roles and resources.	B1. IHE and school faculty and administrators cooperate to recommend changes in the monitoring and evaluation of current PDS policies, roles and resources.	B1. PDS stakeholders use a collaborative governance structure to design, implement and evaluate PDS policies, roles and resources.
B2. IHE and school faculty use strategic planning to create and communicate a shared mission centered on PreK-12 student achievement.	B2. PDS partners use strategic planning to determine evaluation measures and collect data to assess the impact of PDS on school improvement.	B2. PDS partners use performance data in strategic planning to make appropriate changes to policies, roles and resources.
C. PDS partners explore ways to institutionalize PDS resources.	C. PDS partners elicit support from the school district and IHE for institutionalizing PDS resources.	C. The IHE and school district institutionalize resources to ensure the continuity of the PDS.