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PDS
Resources
Standards
for MD Professional Development Schools
The
Standards for Maryland Professional Development Schools,
authored by the Superintendents and Deans Committee
of the Maryland Partnership for teaching and Learning
K-16, are statements of expected PDS performance in
the areas of Learning Community; Collaboration, Accountability;
Organization, Roles, and Resources; and Equity.
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Developmental
Guidelines for MD Professional Development Schools
The
Draft Developmental Guidelines for Maryland Professional
Development Schools are intended to further elucidate
the indicators found within the cells of the Standards
for Maryland Professional Development Schools. The
Guidelines provide a developmental continuum to aid
PDS implementation and self-assessment.
View
and Download Guidelines
Essential
Dimensions of Teaching
The
Essential Dimensions of Teaching are Maryland's standards
used to measure intern effectiveness and to guide
program development for teacher preparation programs.
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Interstate
New Teachers Assessment and Support Consortium (INTASC)
Principles
Interstate
New Teachers Assessment and Support Consortium is
a project of the Council of Chief State School Officers
(CCSO) that has developed model performance-based
tandards and assessments for the licensure of teachers.
Maryland's Institutions of Higher Education (IHEs)
may use either the INTASC Principles or EDoTs in their
teacher preparation programs.
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Guidelines
for Multiple-Site Professional Development Schools
The
Guidelines for Multiple-Site Professional Development
Schools are intended as a resource for PDS networks
that include more than one school, school system,
or IHE.
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Teacher
Education Task Force Report (The Redesign of Teacher
Education)
Authored
by the Teacher Education Task Force and formally endorsed
by the Maryland State Board of Education and the Maryland
Higher Education Commission in 1995, this report is
the guiding document for reform efforts in teacher
preparation throughout the state of Maryland.
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Teacher
Preparation Involvement Plan (TPIP)
The
Teacher Preparation Involvement Plan is the plan developed
by all Maryladn IHEs that have
teacher preparation programs to document implementation
of the Redesign of Teacher Education and to provide
an action plan for the future.
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The
Redesign of Teacher Education Major Components
Extracted
from 18 recommendations of the Teacher Education Task
Force Report whic apply to teacher education, the
major components address four broad areas of pre-service
teacher preparation. The document followed the request
for better articulation between teacher preparation
programs and expectations of K-12 student achievement
particularly focusing on state-wide assessments.
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