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Introductions

Consider the following discussion points as a way to introduce yourself:

Introduce yourself and the ways in which you passed the time this summer.
Discuss your professional background and experiences as an educator.
Discuss how you ended up in your role as liaison and/or site coordinator. What are you looking forward to this year? What do you think might present as a challenge in your role this year?
Discuss what you hope to gain from today’s training.

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Introduction to PDS

What is a PDS?

Defined by MSDE, a Professional Development School (PDS) is a collaboratively planned and implemented partnership for the academic preparation of interns and the continuous development of both school system and institution of higher education faculty. The focus of the PDS partnership is improved student performance through research-based teaching and learning.

Why do we have PDSs?
Why are YOU important in the PDS network?

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PDS In Maryland

Maryland is the only state that requires the PDS structure for teacher preparation.
The PDS has been a part of the teacher preparation process in Maryland since 1995 when the Redesign for Teacher Education was written.
PDS offers a systemic approach to improving teaching and learning in schools. Therefore, teacher preparation is viewed in the broader context of school improvement.

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PDS Nationally

The National Association for Professional Development Schools (NAPDS) was established in 2000

NAPDS offers membership, subscription to a peer-reviewed, professional journal and attendance at a national conference
Website: https://napds.org/

Maryland remains at the forefront of the growing PDS movement
Across the country, many teacher preparation programs run PDS sites, however many of

these are small “boutique”

programs

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��NAPDS 9 Essentials of a PDS �

Essential 1: A Comprehensive Mission
Essential 2: Clinical Preparation
Essential 3: Professional Learning and Leading
Essential 4: Reflection and Innovation
Essential 5: Research and Results
Essential 6: Articulated Agreements
Essential 7: Shared Governance Structures
Essential 8: Boundary-Spanning Roles
Essential 9: Resources and Recognition

https://napds.org/nine-essentials/

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NDMU PDS Schools (Active 24/25)

ANNE ARUNDEL COUNTY PUBLIC SCHOOLS	HARFORD COUNTY PUBLIC SCHOOLS
Severn River Middle School	Church Creek Elementary

BALTIMORE COUNTY PUBLIC SCHOOLS	BALTIMORE CITY PUBLIC SCHOOLS
Woodlawn High	John Ruhrah Elementary/Middle
Hillcrest Elementary	Medfield Heights Elementary
Johnnycake Elementary	Western High

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Liaison/Site Coordinator Resources

◊ NDMU PDS Google Site

◊ Liaison/Site Coordinator Resource Page on Google Site:

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Roles and Responsibilities of PDS Partners

NDMU Director of Clinical Field Experience

Director of Supervisors

University Liaison
School-Based Site Coordinator
University Program Coordinator
School-Based Administration
School System Representative
University Supervisor
School-Based Mentors

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Overview of NDMU Certification Programs

Undergrad/CAUS Students
Accelerated Certificate for Teaching (ACT)
Master of Arts in Teaching (MAT)
Master of Arts in Teaching English for Speakers of other Languages (MATESOL)
Graduate Education Internship (GEI)

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How do we measure PDS success in MD?

Standards: Statements of expected performance in the areas of: Learning Community, Collaboration, Accountability, Organization, Roles and Resources, and Diversity and Equity
Components: Teacher Preparation, Continuing Professional Development, Research and Inquiry and Student Achievement
Indicators: Examples/Expressions of how a standard might be met for each component
Developmental Guidelines: Further description of the Indicator

Source: “Professional Development School Assessment Framework for Maryland”

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MD PDS Standards

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Developmental Guidelines

Developmental guidelines, outlined in the “Professional Development School Assessment Framework for Maryland” help PDS Partnerships understand how to measure their progress in each of the 20 cells contained of the previous chart.
See below for one of 20 mini-rubrics contained in the framework:

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The Electronic Artifact “Box”

What is it?
Why do we keep electronic files for each of our schools?
Organization of the files
Artifact “box” review
Annual PDS Status Determination Process using Developmental Guidelines

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Artifacts

What are artifacts?
Why do we collect them?
Which are required and what are school-specific artifacts?
What makes a strong artifact?
What are ‘community artifacts’?
Check out some of the artifacts in your school’s artifact box…what observations can you make about these artifacts?

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Coordinating Council

Governing body for PDS partnership for each school site
Co-chaired by liaison and site coordinator
Committee members vary across schools
Meets 4 times each year
Goal: Support interns, mentors, faculty, and school improvement efforts at the school
Responsible for strategic planning and quarterly check-ins in “working the plan”
Efforts and updates shared verbally during university liaison meetings, and in the forms of quarterly reports and quarterly coordinating council meeting minutes

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Strategic Planning FAQs

WHO (is involved in strategic planning)?
WHAT (is the purpose of strategic planning)?
WHERE (does strategic planning take place)?
WHEN (does strategic planning take place)?
WHY (do partners participate in strategic planning)?

To support school improvement efforts cited in school improvement plans, faculty needs assessments, and/or TPIPs
Allows stakeholders to evaluate the “fruits of their labor,” by reflecting on their identified goals and objectives.
Allows stakeholders to set new goals and objectives for the upcoming year(s).

HOW (often are strategic planning efforts revisited)?

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Supporting Mentors �(General Responsibilities of Liaisons)

I email mentors to schedule mentor training sessions before the interns arrive.
I cut and paste the Google Site link for the mentor support page into my ‘welcome’ email to my mentors, and let them know the page is there as a resource for them prior to our mentor training session.
I conduct mentor training with each of my mentors prior to their interns arriving (either individually or as a group).
I provide my cell or office number and encourage them to contact me if they have any questions prior to or after the training.
I send weekly emails or do physical checkins with my mentors inquire about their experience, answer questions, and/or share helpful reminders about resources designed to assist them during any given week of the internship experience.
I personally invite mentors to coordinating council meetings to share their progress/challenges. If they are unable to make it, I ask them what they would like me to share on their behalf.
I purchase and deliver appreciation gifts for mentors at the end of the internship experience.
I draft formal letters of appreciation to mentors using NDMU letterhead so that they can include the letter in their portfolio.
I celebrate my site coordinator and let them know how much he/she is appreciated☺
I distribute and collect feedback surveys from mentors about their experience hosting an NDMU intern; I distribute and collect feedback surveys from interns about their internship experience.
I bring survey/exit interview data to coordinating council meetings and liaison meetings each quarter to discuss and/or make changes in the way we operate our PDS partnership.

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Supporting Interns �(General Responsibilities of Site Coordinators)

I make initial contact with interns before they arrive to my school to welcome them and schedule a meeting time/place upon their arrival.
I welcome interns to the building the day they arrive by meeting them in the front office or the front lobby during the scheduled date/time.
I introduce the interns to the faculty at the first available faculty meeting, on the morning announcements, and/or by creating a welcome bulletin board.
I provide a tour of the school building to interns on the first day or during the first week of school.
I host weekly checkins or ‘chew and chats’ with interns to encourage them and their support of one another.
I set up and confirm action research presentation dates, times, and locations.
I invite selected faculty or the faculty as a whole to research presentations via email or flyer.
I purchase and deliver congratulatory gifts for interns at the end of their experience.
I collect required artifacts from interns (timesheets, parent introduction letter, action research PPT) for the electronic artifact “box.”
I collect formative feedback from interns about their experience at my school.
I bring intern feedback data to coordinating council meetings each quarter to discuss and/or make changes in the way we operate our PDS partnership.

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