Developmental Guidelines for Maryland Professional Development Schools

Standard IV: Organization, Roles and Resources

Teacher Preparation Developmental Guidelines

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

Beginning	Developing	At Standard
A. PDS partners examine and share their own organizational and communication patterns.	A. PDS partners clearly define and communicate roles, responsibilities and operating procedures.	A. PDS partners communicate regarding roles, responsibilities, and operating procedures and use continuous feedback to improve the operation of the PDS.
B. IHE and school faculty and administrators identify resources that could be shared to support the learning of PreK-12 students and PDS partners.	B. IHE and school faculty and administrators share resources and inform PDS stakeholders of their availability.	B. PDS partners share resources to support the learning of PreK-12 students and PDS partners.
C. IHE and school faculty examine current processes and responsibilities for inducting interns and new faculty to PDS structures.	C. IHE and school faculty and administrators collaboratively plan and implement PDS induction for interns and new faculty.	C. PDS partners seek and assess feedback concerning PDS induction for interns and new faculty, making changes as needed.