NCATE Standards
for Professional Development Schools
Doug MacIsaac
Stetson University
Cynthia Hutchinson
University of Central Florida
Standards for Quality
Professional Development Schools
Outline
• Introduction to NCATE Standards
Purpose
Key concepts
• How the Standards are Structured
Five standards
Composed of elements
Developmental in nature
• Indicators and Examples
• PDS Standards Activity
• Discussion
Key Concepts
1. Time Before the Beginning
2. Integration of Professional and Student
Learning Through Inquiry
3. Placing Students at the Center of PDS
Work
3. Learning in the Context of Practice
4. Boundary Spanning
Key Concepts
6. Blending of Resources
7. Principal Partners and Institutional
Partners
8. The Expanded Learning Community
9. The PDS as a Standards-Bearing
Institution
10.Leveraging Change
PDS Standards
There are five standards that address
the characteristics of PDSs
PDS STANDARDS
Standard I:
Standard II:
Learning Community
Accountability and
Quality Assurance
Standard III: Collaboration
Standard IV: Diversity and Equity
Standard V: Structures, Resources,
and Roles
The PDS Standards are
strongly connected and in
many instances they overlap.
Consequently, they should be
viewed together as a whole.
Developmental Guidelines
•Standards relate to various
stages of PDS development.
•Guidelines are cumulative
in nature
Developmental Levels
• Beginning Level
• Developing Level
• At Standard
• Leading Level
Beginning Level
• Beliefs, verbal commitments, plans,
organization and initial work are
consistent with the mission of the PDS
• PDS partners are committed to key
concepts of the PDS and earliest work
evidences initial steps in that direction
Developing Level
• Partners are pursuing the PDS mission
• Partial institutional support
• Movement toward institutionalization
At Standard
• PDS mission is integrated into the
partnering institutions
• PDS work is expected and supported
• PDS work reflects best practice
• PDS partners work together to promote
positive outcomes for all learners
• PDS policies and practices support PDS
participants in meaningful ways
Leading Level
• PDS work is sustaining and generative
• Systematic changes in policy and
practice in partner institutions
• Influence on policy at district, state,
and national level
• Potential for leveraging change
The PDS Standards
Each standard consists of
several elements
Standard 1
Learning Community
• Supports Multiple Learners
• Work and Practice are Inquiry-Based and
Focused on Learning
• Shared Personal Vision of Teaching and
Learning Grounded in Research and
Practitioner Knowledge
• Serve as Instrument of Change
• Extended Learning Community
Standard II
Accountability and Quality Assurance
•
•
•
•
Develop Professional Accountability
Assure Public Accountability
Set PDS Participation Criteria
Develop Assessments, Collect
Information,
and Use Results
• Engage with the PDS Context
Standard III
Collaboration
• Engage in Joint Work
• Design Roles and Structures to
Enhance Collaboration and Develop
Parity
• Systematically Recognize and
Celebrate Joint Work and Contribution
of Each Partner
Standard IV
Diversity and Equity
• Ensure Equitable Opportunities to
Learn
• Evaluate Policies and Practices to
Support Equitable Learning Outcomes
• Recruit and Support Diverse
Participants
Standard V
Structure, Resources, and Roles
• Establish Governance and Support
Structures
• Ensure Progress Towards Goals
• Create PDS Roles
• Resources
• Use Effective Communication
Standards
Activity
Discussion