Professional development schools (PDSs) are innovative institutions formed through partnerships between professional education programs and P-12 schools. PDS partnerships have a four-fold mission:
- the preparation of new teachers,
- faculty development,
- inquiry directed at the improvement of practice, and
- enhanced student achievement.
It is an appraisal of the student teacher’s knowledge, skills and dispositions to help all students learn.
A process for assessing and enhancing academic and educational quality through voluntary peer review. NCATE accreditation informs the public that an institution has a professional education unit that has met state, professional and institutional standards of educational quality. The decision is rendered by NCATE when an institution’s professional education unit meets NCATE’s standards and requirements.
Differences among groups of people and individuals based on ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation and geographical area.
The values, commitments and professional ethics that influence behaviors toward students, families, colleagues and communities, and affect student learning, motivation and development as well as the educator’s own professional growth. Dispositions are guided by beliefs and attitudes related to values such as caring, fairness, honesty, responsibility and social justice. For example, they might include a belief that all students can learn, a vision of high and challenging standards, or a commitment to a safe and supportive learning environment.
Candidate knowledge, skills and disposition set by the Specialized Professional Associations (SPA program standards) and adopted by NCATE for use in is accreditation review. Professional standards also refer to standards set by other recognized national organizations/accrediting agencies that evaluate professional education programs (e.g., the National Association of Schools of Music).
The process by which a non-government agency or association grants professional recognition to an individual who has met certain predetermined qualifications specified by that agency or association.
An accumulation of evidence about individual proficiencies, especially in relation to explicit standards and rubrics, used in evaluation of competency as a teacher or in another professional school role. Contents might include end-of-course evaluations and tasks used for instructional or student teaching experience purposes such as projects, journals and observations by faculty, videos, comments by school and clinical faculty, and samples of student work. Portfolios can be electronic or hard copy versions.
A time during student teaching where the student teacher will gradually assume the responsibility for instruction. This could last for a period of one to four weeks depending on the length of the placement.
A student teacher will be observed a minimum of four to five times by the clinical faculty. There will be a midterm and a final evaluation conducted by the clinical faculty and the school faculty. There will also be a self evaluation conducted by the student teacher.