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When multi-university partnering works: The University System of Maryland experience with Two TQE grants Susan Tucker, Evaluation

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Susan Tucker, Evaluation & Development Associates, LLC ... 20. Sustaining Program Elements. Component part of our 3-Year Induction Plan $800K (local) ... – PowerPoint PPT presentation

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Title: When multi-university partnering works: The University System of Maryland experience with Two TQE grants Susan Tucker, Evaluation


1
When multi-university partnering worksThe
University System of Maryland experience with Two
TQE grants Susan Tucker, Evaluation
Development Associates, LLCDewayne Morgan,
University System of Maryland
1
2
Overview of Presentation
  • University System Context
  • Leveraging P-20 Relationships Statewide
  • Partnership Work Two Case Examples
  • LINC from 2000-2006 Job-alike mentoring for
    retention
  • Emc2 from 2003-2009Teacher academies for
    recruiting
  • Findings, Sustainability Institutionalization
  • Gathering learnings from participants

2
3
University System of Maryland
  • Marylands four-year public IHE system
  • 11 degree-granting colleges and universities
  • 2 research institutes
  • 2 regional higher education centers
  • 112,000 undergraduate students 38,000
    graduate/professional students
  • Offers more than 600 bachelor's, master's,
    doctoral, and professional degree programs

3
4
2 TQE grants managed by USM Office of Academic
Affairs
  • TQE Compliments OAA responsibilities
  • Academic planning and accountability
  • Academic policy, transfer and articulation
  • Teaching/learning initiatives
  • P-20 coordination
  • Faculty affairs

4
5
Why P-20 Partnerships?
  • The whole is greater than the sum of its parts.
  • Aristotle
  • Metaphysica, 3-1078b

5
6
Alphabet Ice breaker
  1. Sing the Alphabet Song collectively or in small
    groups.
  2. Take a look at the magnet board that the
    presenter.
  3. Sing the Alphabet Song again using the letters on
    the board
  4. What did you notice?
  5. How does this exercise speak to partnerships and
    partnership work?

7
Evolution of P-20 Partnerships in Maryland
  • K-16 (1994)
  • P-16 (2002)
  • P-20 (2007)

7
8
P-20 Partnership Philosophy
  • Seamless educational alignment from
    pre-kindergarten through college
  • Raising standards and expectations for both
    students and teachers
  • Changing higher education behavior
  • Collaboration among diverse educational segments
    and with the larger community to improve student
    learning outcomes

8
9
P-20 Challenges and OpportunitiesHow does TQE
fit within this context?
  • Evidence-based claims
  • If you didnt measure it, did it really happen?
  • Budgeting forpartners shifting over time
  • Getting partner buy-in upfront
  • Aligning research opportunities with faculty and
    graduate student interests
  • Maximizing internal external evaluators

9
10
Testing assumptions organizational fit with TQE
  • Partner approach is a vehicle for human and
    institutional development
  • Facilitates knowledge creation and diffusion
  • Moves the NCLB agenda forward
  • Makes possible better cost-sharing
  • Contributes to teacher education capacity
    development

11
Hidden TQE Challenges
  • Fluid premises about partnership
  • Documenting partnering contexts, processes,
    outcomes
  • When logic maps do not work
  • Improving partnership sustainability when high
    turnover in leadership
  • GPRA indicators shifting (and limiting)
  • PRAXIS, High school recruitment programs, etc

12
What hidden challenges have you discovered in
your project?
  • Challenges in recruitment
  • Challenges in retention
  • Challenges in partnering

12
13
USM TQE initiatives
  • LINC
  • Job-Alike Mentoring Program for new teachers with
    Prince Georges County Public Schools
  • Emc2
  • Early recruitment pipeline of High School Teacher
    Academies in Baltimore City Public Schools

13
14
LINC Findings
  • Two new degree/certification programs
  • 22 Certification and RTC
  • increased teachers success in high needs schools
  • Teachers receiving Job-Alike mentoring
  • returned to their schools in greater percentages
    than those who did not
  • Formal three-day induction
  • Continued professional development
  • graduate credit certificationre-certification
    workshops

14
15
LINC Outcomes
  • 84 Mentor Teachers
  • 44 Full-time Mentors
  • 33 Part-time Mentors
  • 70 Job-Alike Mentors
  • Assisting 140 new teachers
  • 13 E-Mentors
  • 7 grade-level e-mentors (K-6)
  • 6 cross-school e-mentors (k-12)
  • Content-based Mentors
  • Assisting Resident Teachers (7-12)

Serving in over 100 schools
  • Project baseline 30 Mentor Teachers 30
    schools

16
Emc2 findings
  • High School Teacher Academy model adopted
    statewide
  • Created curriculum support materials
  • Current enrollment is over 2000 students in 13
    districts
  • Summer institute impacts
  • 167 teachers over past 3 summers prepared
  • Continue during academic year managing teacher
    academies and HS student support

16
17
Emc2 outcomes
Partnership Participants Number
Institutions
Schools 80
LEA 14
2-year colleges 14
4-year colleges and universities 2
Business community 138
Institution Total 248
Individuals
University faculty members 17
Teachers, instructional specialists, and instructional leaders 167
District-level staff 7
School-level staff 25
K-12 and college students (pipeline) 3,555
Business Community 247
Individuals Total 4018
17
18
Common Findings
  • Preparation articulating the pipeline
  • Recruitment not as successful due to difficulty
    of passing PRAXIS
  • Retention of teachers was high
  • Mentoring three emerging models
  • Institutionalization between universities,
    community colleges, school districts MSDE
  • TAM
  • Critical role of counselors and principals
  • Role definitions of participants shifting with
    changing supervisors

18
19
Operating Principles within theCycle of Renewal
  • Coaching and Feedback
  • For Mentors and mentees
  • For program coordinators

Ongoing Communication Monthly meetings Email Study
groups BlackBoard networking
Characteristics of Effective Mentors Focus on
adult learner
Ongoing PD
Monthly sessions Systemic training Peer coaching
Data-driven Decision Making Ongoing Analysis
20
Sustaining Program Elements
  • Component part of our 3-Year Induction Plan
  • 800K (local)
  • State mandated mentoring
  • Partial funding, via Maryland General Assembly
  • 2.8M
  • Local Support
  • 2M
  • Title II Grant Program TQE
  • 200K

21
What are your learnings about sustainable
partnering strategies?
  • Facilitating factors
  • Inhibiting factors
  • Border crossing strategies
  • Recommended policies practices to support
    partnering

21
22
Where do we go from here
  • Recruitment
  • Retention
  • Partnering

22
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