NCATE Standards

STANDARD I: LEARNING COMMUNITY

The PDS is a learning-centered community that supports the integrated learning and

development of P–12 students, candidates, and PDS partners through inquiry-based

practice. PDS partners share a common vision of teaching and learning grounded in

research and practitioner knowledge. They believe that adults and children learn best in

the context of practice. Learning supported by this community results in change and

improvement in individual practice and in the policies and practices of the partnering

institutions.

The PDS partnership includes principal and supporting institutions and individuals. The

principal PDS partners are members of the P–12 schools and professional preparation

programs who agree to collaborate. The supporting PDS partner institutions include the

university, the school district, and the teacher union or professional education

association(s). Arts and sciences faculty, other interested school and university faculty,

family members, community members, and other affiliated schools are important PDS

participants in the extended learning community.

 

 

STANDARD II: ACCOUNTABILITY & QUALITY ASSURANCE

PDS partners are accountable to themselves and to the public for upholding professional

standards for teaching and learning. They define clear criteria at the institutional and

individual levels for participation. PDS partners collaboratively develop assessments,

collect information, and use results to systematically examine their practices and establish

outcome goals for all P–12 students, candidates, faculty, and other professionals. The

PDS partnership demonstrates impact at the local, state, and national level on policies and

practices affecting its work.

 

 

STANDARD III: COLLABORATION

PDS partners and partner institutions systematically move from independent to

interdependent practice by committing themselves and committing to each other to

engage in joint work focused on implementing the PDS mission. They collaboratively

design roles and structures to support the PDS work and individual and institutional

parity. PDS partners use their shared work to improve outcomes for P–12 students,

candidates, faculty, and other professionals. The PDS partnership systematically

recognizes and celebrates their joint work and the contributions of each partner.

 

 

 

STANDARD IV: DIVERSITY & EQUITY

PDS partners and candidates develop and demonstrate knowledge, skills, and dispositions

resulting in learning for all P–12 students. PDS partners ensure that the policies and

practices of the PDS partner institutions result in equitable learning outcomes for all PDS

participants. PDS partners include diverse participants and diverse learning communities

for PDS work.

 

 

 

STANDARD V: STRUCTURES, RESOURCES, AND ROLES

The PDS partnership uses its authority and resources to articulate its mission and

establish governing structures that support the learning and development of P–12

students, candidates, faculty, and other professionals. The partner institutions ensure that

structures, programs, and resource decisions support the partnership’s mission. They

create new roles and modify existing roles for P–12 students, candidates, faculty, and

other professionals, to achieve the PDS mission. The partnership effectively uses

communication for coordination and linkage with the school district, university, and other

constituencies and to inform the public, policy makers, and professional audiences of its

work.

PDS Standard Elements, Guidelines, Glossary