Maryland State Department of Education
Program Approval and Assessment Branch
Maryland Professional Development School
Network
Guidelines for Multiple-Site Professional Development School (PDS)
As teacher education institutions and public school systems work together toward full implementation of the Redesign of Teacher Education in Maryland, the number of PDS sites will continue to increase. Many existing PDSs consist of a partnership composed of a single higher education institution, a public school system, and an individual school. There are, however, multiple-site PDSs which involve more than one school. A multiple-site PDS might also be referred to as a cluster or a network.
A multiple-site PDS reflects all of the attributes of a single site PDS, with the expectation that the characteristics of a PDS are present as undergirding for the partnership of the higher education institution, the local school system(s), and the participating schools. (See attached Common Understandings About Professional Development Schools.) There is a commitment of public school and high education faculty and administrators to the PDS partnership.
The Maryland Professional Development School Network has developed suggested guidelines for establishment of a multiple-site PDS. These guidelines are meant to be viewed as a work in progress and are intended to assist colleges and universities, schools, and school systems with their planning. Some elements of the guidelines are not exclusive to multiple-site PDSs, but are included because of their crucial nature in implementation of any multiple-site PDS.
Guidelines for
a Multiple-Site Professional Development School (PDS)
•
A
representative from the central office of one or more local school systems
takes part in the identification of schools which comprise the multiple-site
PDS.
•
A
PDS coordinator at the higher education institution and a PDS coordinator from
the school/school system are identified by the PDS partnership.
•
Teacher
candidates comprise one cohort. In a semester
previous to the full time internship, teacher candidates have a practicum
experience in the same school where they will have their full-time
internship. There is a critical mass of
teacher candidates in each school (typically 5 or more). Within a multiple-site PDS, the number of
teacher candidates at participating schools might vary, depending upon the
capacity of the school or its stage in PDS development. In some cases, a school may choose to
participate fully in professional development for inservice teachers while not
having teacher candidates in the school for a period of time. Ideally, some classes for teacher candidates
are held on-site at one of the schools.
•
A
co-chaired committee/council is formed to give all stakeholders input into the
policy and operations decisions affecting the PDS. Suggested membership includes: the higher education institution
PDS coordinator, another higher education institution representative, an
identified central office representative(s) of the school system, an
administrator from each participating school, a teacher from each participating
school, teacher candidate(s) from the cohort, a parent/community
representative, a teachers’/administrators’ professional association
representative, and a participating school student (secondary school).
•
Close
geographical proximity of the participating schools is ideal, but not
essential.
• Professional development opportunities occur within and across sites: e.g., common staff development days, workshops, etc. These professional development activities are open to all interns, faculty and administrators in the schools and the higher education institution.
COMMON UNDERSTANDINGS ABOUT
PROFESSIONAL DEVELOPMENT SCHOOLS
The members of the “Maryland Professional Development School Consortium,” after considerable review, discussion, and reflection, have agreed that Professional Development Schools (PDSs) are places that promote high quality education for all children and for teachers at all levels: preservice, inservice, and higher education faculty. PDSs should:
1.
Promote
deep, systemic collaboration and interaction between and among
·
state
agencies
·
college
and university faculty
·
school
system personnel
·
feeder
and exit schools
·
community
representatives
·
parents
and students
2.
Extend
linkages with school reform efforts by
·
incorporating
state reform initiatives which exemplify model program design and
implementation in both school curriculum and in teacher education
·
maintaining
high and specific standards for all participants in each area of performance
related to school reform initiatives
·
utilizing
data to drive curriculum change
3.
Create
“learning organizations”[1] which become sites for research and inquiry
into teaching and learning by
·
developing
discipline-based pedagogical knowledge
·
generating,
testing, and elaborating upon research-driven models of teaching and learning
·
providing
extensive opportunities for continuing professional development at all stages
·
utilizing
performance based assessment and evaluation
·
studying
the effectiveness of programs and practices
4.
Integrate
technology to support and enhance learning by modeling appropriate and “cutting
edge” technology applications
·
creating
authentic contexts for teaching
·
aiding
in the interpretation validation, and use of data
·
providing
opportunities for collaboration and external discourse
5.
Support
“simultaneous renewal”[2]
efforts by modeling key elements of teacher education redesign tied to school
reform initiatives by
·
recruiting
and retaining a diverse, high-ability teaching force
·
creating
an ongoing dialogue between and among participants to mutually inform and
enhance efforts
·
allotting
time for adult learning, planning and reflecting
·
encouraging
collegial interactions on multiple levels
·
enhancing
school-based efforts to restructure and re-evaluate culture