Organization,+Roles+and+Resources

Partner institutions allocate resources to support the continuous improvement of teaching and learning.
 * IV. Organization, Roles and Resources -**

A. -- PDS partners communicate regarding roles, responsibilities and operating procedures and use continuous feedback to improve the operations of the PDS. B. -- PDS partners share resources to support the learning of PreK-12 students and PDS partners. C. -- PDS partners seek and assess feedback concerning PDS induction for interns and new faculty, making changes as needed. || **Continuing Professional Development** A. -- IHEs recognize and reward the PDS work of IHE faculty and staff through organizational structures and incentives that fully integrate PDS work with the mission of the teacher education program. B. -- PDS stakeholders institutionalize recognition and rewards for pre-service mentors. C. -- PDS partners use the PDS as a vehicle for the recruitment and retention of teachers. D. -- A Memorandum of Understanding signed by PDS partners delineates the organization of the PDS and the resources to be provided. || **Research and Inquiry** A. -- PDS partners model professional ethics and engage in substantive examination of ethical issues affecting research and practice. B. -- IHE and local school system partners provide joint resources to support collaborative school-based PDS research/inquiry. || **Student Achievement** A. -- PDS stakeholders examine the impact of PDS on student achievement. B. -- PDS partners use performance data in strategic planning to design, implement, evaluate and revise PDS policies, roles and resources. C. -- The IHE and school district institutionalize resources to ensure the continuity of the PDS. Standards for Maryland Professional Development Schools Adapted from: Draft Standards for Identifying and Supporting Quality Professional Development Schools (NCATE), and Common Understandings about Professional Development Schools (MD PDS Consortium) COMPONENTS ||  || Thunder Hill teacher presented to UMBC interns on UDL (Universal Design for Learning). Also, presentation was given to THES staff. UMBC interns and teachers became familiar with the concepts and associated language to incorporate as part of lesson planning. UDL provides a framework for understanding how to create curricula that meets the needs of all learners. || (C.) During the school year 2012-2013 and 2013-2014. HCPSS has hired several UMBC interns for their teaching staff. LWES: 4 interns TSES: 2 Interns THES: 1 interns GES: 2 interns || (B.) In the school year 2012-2013, our PDS partnered with Johns Hopkins Applied Physics Lab to develop STEM based lessons plans for each grade level, based on existing HCPSS Science curriculum. The first grade team at Laurel Woods Elementary developed an inquiry project with their first grade students, interns and teachers. Artifact: Lesson Plan || (C.) The Steering Meeting minutes are taken in Google Drive so that all participants can view and edit as needed. During our meetings we discuss the budget and ensure the resources are being used to successfully lead the interns. [|Artifact: Agenda from meeting] ||  || Overall, HCPSS hires UMBC early childhood and Elementary Interns. ||  ||   ||   ||
 * **Teacher Preparation**
 * **Artifacts** || **Artifacts** || **Artifacts** || **Artifacts** ||  ||
 * (B.)
 * (B)Different ways that wages and supplies are being used to support the PDS Schools.[[file:Budget2013.xlsx]] || (C.)
 * (b) Different ways that wages and supplies are used. We use the GAfE to keep track of our budget.

||  ||   ||   ||   || and interns to be successful. ||  ||   ||   ||   ||
 * (C) Timelines set for the new Phase II split rotations to help guide mentors