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a p h y |namd t T i m e s N e w R o m a n & M o n o t y p e T y p o g r a p h y |namd t T i m e s N e w R o m a n & M o n o t y p e T y p o g r a p h y |namd t T i m e s N e w R o m a n & M o n o t y p e T y p o g r a p h y < |namd t T i m e s N e w R o m a n & M o n o t y p e T y p o g r a p h y |namd t T i m e s N e w R o m a n & M o n o t y p e T y p o g r a p h y |namd t T i m e s N e w R o m a n & M o n o t y p e T y p o g r a p h y |namd t T i m e s N e w R o m a n & M o n o t y p e T y p o g r a p h y |namd t T i m e s N e w R o m a n & M o n o t y p e T y p o g r a p h y |namd t T i m e s N e w R o m a n & M o n o t y p e T y p o g r a p h y |namd t T i m e s N e w R o m a n & M o n o t y p e T y p o g r a p h y |namd t T i m e s N e w R o m a n & M o n o t y p e T y p o g r a p h y |namd t T i m e s N e w R o m a n & M o n o t y p e T y p o g r a p h y |namd t T i m e s N e w R o m a n & M o n o t y p e T y p o g r a p h y |namd t T i m e s N e w R o m a n & M o n o t y p e T y p o g r a p h y |namd t T i m e s N e w R o m a n & M o n o t y p e T y p o g r a p h y |namd t T i m e s N e w R o m a n & M o n o t y p e T y p o g r a p h y |namd t T i m e s N e w R o m a n & M o n o t y p e T y p o g r a p h y pnamd h Garamond 2 M o n o t y p e T y p o g r a p h y , I n c . pnamd h Garamond 2 M o n o t y p e T y p o g r a p h y , I n c . pnamd h Garamond 2 M o n o t y p e T y p o g r a p h y , I n c . |namd t T i m e s N e w R o m a n & M o n o t y p e T y p o g r a p h y |namd t T i m e s N e w R o m a n & M o n o t y p e T y p o g r a p h y |namd t T i m e s N e w R o m a n & M o n o t y p e T y p o g r a p h y |namd t T i m e s N e w R o m a n & M o n o t y p e T y p o g r a p h y |namd t T i m e s N e w R o m a n & M o n o t y p e T y p o g r a p h y |namd t T i m e s N e w R o m a n & M o n o t y p e T y p o g r a p h y |namd t T i m e s N e w R o m a n & M o n o t y p e T y p o g r a p h y |namd t T i m e s N e w R o m a n & M o n o t y p e T y p o g r a p h y |namd t T i m e s N e w R o m a n & M o n o t y p e T y p o g r a p h y |namd t T i m e s N e w R o m a n & M o n o t y p e T y p o g r a p h y |namd t T i m e s N e w R o m a n & M o n o t y p e T y p o g r a p h y ,namd $ Helvetica ,namd $ Helvetica ,namd $ Helvetica ,namd $ Helvetica ,namd $ Helvetica ,namd $ Helvetica ,namd $ Helvetica ,namd $ Helvetica ,namd $ Helvetica ,namd $ Helvetica ,namd $ Helvetica ,namd $ Helvetica ,namd $ Helvetica ,namd $ Helvetica 0 |namd t T i m e s N e w R o m a n & M o n o t y p e T y p o g r a p h y |namd t T i m e s N e w R o m a n & M o n o t y p e T y p o g r a p h y |namd t T i m e s N e w R o m a n & M o n o t y p e T y p o g r a p h y tnamd l Arial Narrow 2 M o n o t y p e T y p o g r a p h y , I n c . |namd t T i m e s N e w R o m a n & M o n o t y p e T y p o g r a p h y tnamd l Arial Narrow 2 M o n o t y p e T y p o g r a p h y , I n c . |namd t T i m e s N e w R o m a n & M o n o t y p e T y p o g r a p h y |namd t T i m e s N e w R o 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Nancy Shapiro, ϡȱ
Letitia H. Fickel, University of Alaska, Anchorage
Shirley Lal, California State University, Dominguez Hills
Roy Weaver, Ball State University
Tomas Morales, College of Staten Island t 9 ! 0 ! 2 ! ] ! ' ! ! l 9 , * _ Agenda Partnership challenges
Core TQE assumptions and charges
5 questions of focus today
Overview of case study projects
Findings: causal network analysis
Recommendations & follow-up strategies
Small group discussion
Open Q&A
Z Z " & $ $ ( ( , , 0 0 > 7 : _ Core TQE assumptions 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 N } ) C TQE charges
C r e a t i n g c o l l a b o r a t i v e p a r t n e r s h i p s a n d l e a r n i n g c o m m u n i t i e s i n h i g h n e e d P - 1 2 s c h o o l s t o e n h a n c e s t u d e n t a c h i e v e m e n t
I m p r o v i n g q u a l i t y t e a c h e r p r e p a r a t i o n i n t e g r a t i n g s t a n d a r d s - b a s e d a s s e s s m e n t s t r a t e g i e s a n d i n t e r d i s c i p l i n a r y t r a i n i n g a n d e x p a n d i n g c l i n i c a l e x p e r i e n c e s
A r t i c u l a t i n g a c o n t i n u u m o f s e r v i c e s f r o m r e c r u i t m e n t t o i n d u c t i o n t h a t s e r v e s p r e s e r v i c e t o b e g i n n i n g t e a c h e r s i n c o l l a b o r a t i v e ( a n d s o m e t i m e s n o t s o c o l l a b o r a t i v e ) s e t t i n g s o f s c h o o l d i s t r i c t s , c o m m u n i t y c o l l e g e s , a n d u n i v e r s i t i e s 0 " Z 0 v Z w $ 2 @ $ $ B ( ( , , 0 0 4 4 - 8 8 $ b Partnership challenges z H o w t o i d e n t i f y p r e m i s e s , t a c i t a n d o v e r t , e m b e d d e d i n p a r t n e r s h i p ?
W h a t a r e s o u r c e s & m e t h o d s t o d o c u m e n t p a r t n e r i n g c o n t e x t s , p r o c e s s e s , o u t c o m e s ?
W h a t m o d e l ( s ) t o u s e f o r e v a l u a t i o n d e s i g n , d a t a c o l l e c t i o n , a n d a n a l y s i s ?
W h a t e v i d e n c e d o y o u h a v e t h a t p a r t n e r s h i p i s i m p r o v i n g p a r t n e r s ?
H o w i s d a t a b e i n g u s e d ? > Z E $ P ; G . $ $ ( (
, , 0 0 4 4 Evaluation Questions 6 D i s c u s s i o n q u e s t i o n s t o d a y & Who are the partners? What is the setting where partnerships operate?
What were moderators & mediating variables?
What partnering actually occurs?
What are the outcomes of the partnerships?
What are needed follow-ups and recommended replication strategies? " H C , C ! C C C % C C C c $ Five TQE projects in study % ! Mixed methods design & strategies " " (
Utilization-oriented evaluation model
Mixed data sets
Qualitative:
observations, interviews and self-report surveys (eg, candidates, faculty, district staff, leaders, mentors), critical friend protocols, context analysis of district/building/classrooms, electronic portfolios, collaboration analysis using NSDC tools, NCATE PDS standards, participant action research,
Quantitative:
performance-based and standardized achievement tests, teacher & administrator retention and turnover rates, costs and budgeting allocations, GIS data, candidate enrollment and completion rates, policies formalized by partners, publications and grants generated, new partnerships
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G e n u i n e c o l l a b o r a t i o n b e t w e e n C O E a n d A & S
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U s i n g p a r t n e r s a n d e n h a n c e d r e s o u r c e c a p a c i t y t o s o l i c i t n e w m o n i e s
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I n v e s t i n g i n d e v e l o p i n g n e t w o r k s o f f a c i l i t a t o r s
t e a c h e r s a s l e a d e r s , d a t a t e a m s , C O L , m i n i - n e t w o r k s , P D S n e t w o r k s 0 Z 2 0 Z 2 n 0 Z 2 C 0 Z 2 + C ) C C @ C C C C C C n C B $C $ ( ( t ) %
E MENU of topics to explore ( Testing range of certification options
Redesigned innovative undergraduate programs
Producing STEM graduates
Piloted 2+2 program between university and CC
Developing Mentoring & Induction to improve retention rates
Created Orientation Program as part of new teacher contract
Trained Job-Alike mentors working with new teachers
Developing PDS, mini-networks and communities of practice
Leveraging resources with partners
Dealing with increasing match requirements
Embedding IT and Culturally responsive teaching
Soliciting and maintaining partners--building shared meanings
Institutionalization and dissemination strategies
Short-term
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T i t l e I I i s c h a r g e d w i t h e n h a n c i n g t e a c h e r q u a l i t y ( T Q E ) i n t h e c o n t e x t o f h i g h - n e e d A m e r i c a n s c h o o l s t h a t a r e e x p e r i e n c i n g a w o r s e n i n g c r i s i s i n a t t r a c t i n g ( a n d h o l d i n g ) q u a l i t y t e a c h e r s . A c o r e c o n c e p t o f t h e s e f i v e - y e a r p r o j e c t s i s t o l e v e r a g e t h e u s e o f p u b l i c a n d p r i v a t e s e c t o r p a r t n e r s h i p s . H e r e w e p r e s e n t a m e t a - a n a l y s i s o f f i v e e v a l u a t i o n c a s e s t u d i e s t o p r o v i d e a g r e a t e r u n d e r s t a n d i n g o f h o w t o e v a l u a t e t h e e f f e c t i v e n e s s a n d e f f i c i e n c y o f T i t l e I I T Q E p a r t n e r s h i p s . G i v e n t h e p a u c i t y o f e v a l u a t i o n r e s e a r c h r e g a r d i n g h o w t o a s s e s s e d u c a t i o n a l p a r t n e r s h i p s , t h i s s e s s i o n s h a r e s t h e c h a l l e n g e s a n d s t r a t e g i e s o f e v a l u a t i n g t h e p a r t n e r s h i p s o f f i v e T i t l e I I p r o j e c t s o p e r a t i n g i n f o u r s t a t e s ( M a r y l a n d , I n d i a n a , C a l i f o r n i a a n d A l a s k a ) . S i n c e 1 9 9 9 , t h e T e a c h e r Q u a l i t y E n h a n c e m e n t G r a n t s P r o g r a m f o r P a r t n e r s h i p s ( T Q E - P ) h a s a w a r d e d o v e r 6 0 g r a n t s f o r a n a v e r a g e o f s l i g h t l y o v e r $ 1 m i l l i o n f o r e a c h y e a r o f a f i v e - y e a r g r a n t p e r i o d . P a r t n e r s h i p g r a n t s a r e c h a r g e d w i t h :
G i v e n T Q E s d e m a n d i n g c h a r g e i n t h e c o n t e x t o f u r b a n a n d r u r a l s c h o o l s e x p e r i e n c i n g a n e v e r i n c r e a s i n g c r i s i s i n a t t r a c t i n g ( a n d h o l d i n g ) q u a l i t y t e a c h e r s , T i t l e I I p a r t n e r s h i p p r o g r a m s a r e w e l l p o s i t i o n e d t o e x p l o r e t h e e v a l u a t i o n o f p a r t n e r s h i p s . I n f a c t , t h e G A O i s c u r r e n t l y c o n d u c t i n g a m e t a - a n a l y s i s o f T i t l e I I p r o j e c t s g i v e n t h e d o c u m e n t e d d i f f i c u l t i e s o f e v a l u a t i n g p r o j e c t s o f t h i s c o m p l e x i t y a n d s c o p e . v C C C C C % C $ $ ( ( $ H
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MS PGothic |namd t T i m e s N e w R o m a n & M o n o t y p e T y p o g r a p h y |namd t T i m e s N e w R o m a n & M o n o t y p e T y p o g r a p h y |namd t T i m e s N e w R o m a n & M o n o t y p e T y p o g r a p h y |namd t T i m e s N e w R o m a n & M o n o t y p e T y p o g r a p h y |namd t T i m e s N e w R o m a n & M o n o t y p e T y p o g r a p h y |namd t T i m e s N e w R o m a n & M o n o t y p e T y p o g r a p h y |namd t T i m e s N e w R o m a n & M o n o t y p e T y p o g r a p h y _ _ _ P P T 1 0
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A s s u m e d r a t h e r t h a n b u i l t o n a s t r o n g b a s e o f e v i d e n c e , t h e c o r e p r e m i s e o f T Q E i s t h a t t h e p a r t n e r a p p r o a c h b u i l d s h u m a n a n d i n s t i t u t i o n a l d e v e l o p m e n t , f a c i l i t a t e s k n o w l e d g e c r e a t i o n a n d d i f f u s i o n , m o v e s t h e N C L B a g e n d a f o r w a r d , m a k e s p o s s i b l e b e t t e r c o s t - s h a r i n g , a n d c o n t r i b u t e s t o t e a c h e r e d u c a t i o n c a p a c i t y d e v e l o p m e n t . T h e f o r m a t i o n o f c o o p e r a t i v e r e l a t i o n s h i p s b e t w e e n g o v e r n m e n t a l , n o n - p r o f i t , a n d p r o f i t - m a k i n g o r g a n i z a t i o n s s e e k s t o m e e t t h e o b j e c t i v e s o f e a c h a n d h o p e f u l l y p e r f o r m b e t t e r t h a n o n e a c t i n g a l o n e . P a r t n e r i n g i s m o r e t h a n a r a t i o n a l M O U o r c o n t r a c t i t i s a c o m p l e x o r g a n i z a t i o n t h a t d r a w s u p o n t h e o r g a n i z a t i o n a l s t r u c t u r e s o f p a r t n e r s , t h e i r i n s t i t u t i o n a l o p p o r t u n i t i e s a n d r e s t r a i n t s , h i s t o r i e s , e x p e c t a t i o n s f o r t h e f u t u r e , a n d i n t e r a c t i o n s i n t h e p r e s e n t ( R o s e n a u , 2 0 0 0 ) . H o w e v e r , t h e r e i s a p a u c i t y o f e m p i r i c a l e v i d e n c e o n h o w p a r t n e r s h i p s w o r k a n d w h e t h e r t h e y b r i n g a b o u t d e s i r e d o u t c o m e s . T h e s i t u a t i o n i s f u r t h e r c o m p o u n d e d b y a l a c k o f a g r e e m e n t o n h o w t o a s s e s s t h e s e p a r t n e r s h i p s , a l t h o u g h t h e r e i s g e n e r a l c o n s e n s u s t h a t e f f e c t i v e n e s s a n d e f f i c i e n c y a r e k e y e v a l u a t i o n c r i t e r i a t o u s e . A p r i m a r y c h a l l e n g e f o r e v a l u a t o r s i s t o i d e n t i f y p r e m i s e s , t a c i t a n d o v e r t , e m b e d d e d i n p a r t i c i p a t i n g p a r t n e r s . I n t e r a c t i o n s b e t w e e n p a r t n e r s a r e a s s u m e d t o c o n v e r t t a c i t k n o w l e d g e ( P o l a n y i , 1 9 7 5 ; N o n a k a , 1 9 9 4 ) i n t o e x p l i c i t k n o w l e d g e , t h e r e b y a c c e s s i n g t h e c o m b i n e d w e a l t h o f a l l p a r t i c i p a n t s . T h e r e i s n o c o m m o n l y a c c e p t e d q u a n t i f i a b l e w a y t o a n a l y z e t h e s e t a c i t d i m e n s i o n s , c a l l i n g f o r m o r e m i x e d m e t h o d a n d q u a l i t a t i v e a p p r o a c h e s .
A c o r e p r e m i s e o f T Q E w h i c h h a s n o t b e e n s y s t e m a t i c a l l y s t u d i e d i s t h a t t h e p a r t n e r a p p r o a c h i s a p a r t i c i p a t o r y w a y f o r h u m a n a n d i n s t i t u t i o n a l d e v e l o p m e n t , f a c i l i t a t e s k n o w l e d g e c r e a t i o n a n d d i f f u s i o n , m o v e s t h e N C L B a g e n d a f o r w a r d , m a k e s p o s s i b l e b e t t e r c o s t - s h a r i n g , a n d c o n t r i b u t e s t o t e a c h e r e d u c a t i o n c a p a c i t y d e v e l o p m e n t . T h e f o r m a t i o n o f c o o p e r a t i v e r e l a t i o n s h i p s b e t w e e n g o v e r n m e n t a l , n o n - p r o f i t , a n d p r o f i t - m a k i n g o r g a n i z a t i o n s s e e k s t o m e e t t h e o b j e c t i v e s o f e a c h a n d h o p e f u l l y p e r f o r m b e t t e r t h a n o n e a c t i n g a l o n e . P a r t n e r i n g i s m o r e t h a n a r a t i o n a l M O U o r c o n t r a c t i t i s a c o m p l e x o r g a n i z a t i o n t h a t d r a w s u p o n t h e o r g a n i z a t i o n a l s t r u c t u r e s o f p a r t n e r s , t h e i r i n s t i t u t i o n a l o p p o r t u n i t i e s a n d r e s t r a i n t s , h i s t o r i e s , e x p e c t a t i o n s f o r t h e f u t u r e , a n d i n t e r a c t i o n s i n t h e p r e s e n t ( R o s e n a u , 2 0 0 0 ) . K C E -. @ $ $ ( ( , , 0C 0 4G 4 -* 8C 8 b _ ^ H
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Presented from six stakeholder perspectives (PI, faculty member, provost, dean, internal and external evaluator), the interactive dialogue will have the following sequence: 1. overview of eight years experience with TQE partnering and evaluating partnering to establish context for discussion (10 minutes); 2. Participants discuss five questions in Contributions above at individual tables (15 minutes) with notetakers completing pre-laminated benchmarks and panel members roaming tables to stimulate conversation; 3. Panel addresses emerging findings to the five questions in context to benchmarks (15 minutes); 4. Remaining time reserved for large group questions and discussion/questions about partnership sustainability and infrastructure strategies and sharing handouts with an evaluation plan and electronic template with moderator and mediator indicators for audience discussion and feedback.
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Bold Stripes Microsoft Word Document Microsoft Excel Chart [ From Sea to Shining Sea: Evaluating Title II TQE Partnership Strategies to Ensure Quality Agenda Core TQE assumptions TQE charges Partnership challenges Evaluation Questions Discussion questions today… Five TQE projects in study " Mixed methods design & strategies Contexts to consider Analysis methods Learnings & Recommendations Contextual variables Mediating variables Outcome variables Slide 16 Partnering strategies Success depends on… MENU of topics to explore Interactive discussion Fonts Used
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Nancy Shapiro N a n c y S h a p i r o
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