• Professional Development School

    In the 2017-2018 school year, a team of faculty members and administrators from ACSD and Middlebury College engaged in professional learning centered around issues of educational equity and research-based professional development school models.  That team drafted a mission statement and goals to guide the design of what will be the Addison Central Middlebury Partnership (ACMP) Professional Development School (PDS).  

    Mission Statement: The ACMP PDS, through a commitment to democratic inquiry, prepares and sustains educators to be knowledgeable, principled, courageous decision makers to create a more just, compassionate, and peaceful world.

    Goals: To embody the commitment to equity and access to every aspect of the curriculum, the ACMP PDS has has four main goals:

    1. P-12 students: Increase learning for all students through creating transformative learning environments where effective curricular, instructional, and organizational practices are used to ensure that all students reach their full potential as students and as persons;
    2. Teacher candidates: Provide teacher candidates with consistent opportunities to learn the craft of teaching and learning to high and inclusive standards through systematic school-based practice;
    3. P-16 faculty and staff: Provide meaningful, reflective professional development for school and college faculty and staff, based on their evolving needs and collaboratively developed by them;
    4. Research and communication: Support scholarly inquiry and the advancement of knowledge in teaching and learning, especially through collaboratively designed inquiry, and engage the local community to share learning.


    If you would like to know more about the ACMP PDS, contact: 

    Jonathan Miller-Lane, Associate Professor of Education, Middlebury College, jmillerl@middlebury.edu

    Caitlin Steele, Director of Teaching and Learning, Addison Central School District, csteele@acsdvt.org

    Tracy Weston, Assistant Professor of Education Studies, Middlebury College, tweston@middlebury.edu