Renaissance Partnership Work Plan for Year 3 (2001-2002)
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Project Goal: To become accountable for the impact of the teacher candidates and graduation on student learning. Improve teacher performance in key areas and show increase in teachers’ ability to facilitate learning of all students. Five Year Objective: All eleven Renaissance institutions will fully implement an accountability system that regularly collects and reports data on the impact of their graduates on student learning. Year 3 Objective: All eleven Renaissance institutions will bring their accountability systems to full operation and collect performance data on teacher candidates as well as a sample of first year graduates. |
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Activity |
Benchmarks |
Time Line |
Responsible Party |
Resources Needed |
| - Each partnership institution make an inventory of progress and develop a plan for bringing system to full operation | - Plans for full operation are submitted to project director | - November 30 |
- Assessment Coordinator - Dean of Education |
- Released time for Assessment Coordinator |
| - Exemplary models of accountability/data management systems are collected and shared |
- Models of systems are placed on web site: - 2 models |
- October 30 |
- Project Director |
- Project Director time |
| - Assessment Coordinators share midyear progress and resource needs for full operation of accountability system | - Assessment Coordinators meet in St. Louis and plan is developed for sharing resources | - January 30 |
- Assessment Coordinator - Project Director |
- Travel for Assessment Coordinators to St. Louis |
| - Deans share institution’s accountability model with their colleagues | - Four Deans make presentations at AACTE annual meeting in New York | - February 28 | - Deans of Education | - Travel for Deans to New York |
| - Assessment Coordinators share progress on accountability systems and plan for additional resource needs | - Assessment Coordinators meet in St. Louis and develop plan for full operation of accountability system | - June 30 | - Assessment Coordinator | - Travel to St. Louis for Assessment Coordinators |
| - Institutions develop full descriptions of systems and report of data on candidates/graduates | - Description and report is submitted for sharing on web site | - September 15 | - Assessment Coordinator | - Released time for Assessment Coordinator |
Outcome: Fully operational data management systems that collect and report candidate performance data at admissions, pre-student teaching, exit from program and first year teacher graduates, including data that relates to P-12 student learning.
Measure: Description of operational accountability data management system and annual report of teacher candidate graduate performance.
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Project Goal: To become accountable for the impact of the teacher candidates and graduation on student learning. Improve teacher performance in key areas and show increase in teachers’ ability to facilitate learning of all students. Five Year Objective: All eleven Renaissance institutions will develop and implement the use of teacher work samples in their teacher education programs as a means of improving teaching skills and increasing the teacher’s impact on student learning. Year 3 Objective: All eleven Renaissance institutions will expand and refine implementation of teacher work samples with teacher candidates. |
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Activity |
Benchmarks |
Time Line |
Responsible Party |
Resources Needed |
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- Implement (July 2, 2001) model of TWS with student teachers during fall semester of 2001 |
- Report at least 200 student teachers implementing TWS in fall of 2001 |
- October 30 |
- TWS Coordinator |
- Released time of TWS Coordinator |
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- Score TWS for Fall 2001, revise benchmarks and establish scoring reliability |
- 3 ˝ day work session for 60 project representatives conducted in St. Louis |
- January 30 |
- Institution Coordinators |
- Travel for five to six project representatives from each site |
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- Expand Implementation of TWS in spring semester of 2002 |
- Report of at least 300 student teachers implementing TWS in spring of 2002 |
- January 30 |
- TWS Coordinators |
- Released time of TWS Coordinator |
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- Share progress with TWS with professional colleagues |
- Formal presentations at AACTE and ATE annual meetings |
- February 28 |
- Site TWS representatives |
- Travel to meeting for presentation |
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- Score TWS for spring 2002, establish scorer reliability, make revisions of prompt and rubric for Year 4 |
- 3 ˝ day work session for 60 project representatives conducted in St. Louis |
- June 30 |
- Institution Coordinators |
- Travel for five or six project representatives from each site |
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- Collect and publish results of performance on TWS over eleven institutions |
- Report of TWS performance data placed on project web site |
- September 30 |
- TWS Coordinators |
- TWS Coordinator |
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- Development of manual and training materials for training expert scorers for TWS and for benchmarking performance assessment |
- Development of draft |
- December 30 |
- Stephanie Salzman (ISU) |
- Development time for consultants |
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- Development of manual and training materials for measuring and documenting P-12 student learning |
- Development of draft |
- January 30 |
- Stephanie Salzman (ISU) |
- Development time for consultants |
Outcome: A minimum of 500 teacher work samples will be completed by student teachers across the eleven project sites. At least 80% of candidates will have a performance level of “3" defined by the established Renaissance Teacher Work Sample Rubric.
Measure: Report of the number of teacher work samples produced by each semester by student teachers and report of performance scores on teacher work samples. Performance scores of teacher candidates across all eleven sites.
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Project Goal: To become accountable for the impact of the teacher candidates and graduation on student learning. Improve teacher performance in key areas and show increase in teachers’ ability to facilitate learning of all students. Five Year Objective: All eleven Renaissance institutions will develop and implement a team mentoring model consisting of school practitioners, arts and science faculty and teacher educators that facilitate the ability of teachers to impact student learning in partner schools. Year 3 Objective: Each project site will show a 100% increase in the number of arts and science faculty involved with candidate mentoring teams. |
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Activity |
Benchmarks |
Time Line |
Responsible Party |
Resources Needed |
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- Fall training for TWS mentors for teacher candidates |
- Reports of training sessions conducted at each site |
- October 30 |
- Mentoring Coordinators |
- Trainers |
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- Inventory of progress and challenges in recruiting and supporting arts and science faculty for mentoring |
- Summary of progress, concerns and challenges placed on web site |
- November 30 |
- Project Director |
- Released time for Institution Coordinators |
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- Sharing of progress, concerns, issues, resources for involving arts and science faculty as TWS mentors for teacher candidates |
- Report from January work session in St. Louis |
- January 30 |
- Mentoring Coordinators |
- Travel to St. Louis for TWS and Mentoring Coordinator meeting |
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- Spring training for TWS mentors |
- Reports of training sessions conducted at each site |
- January 30 |
- Mentoring Coordinators |
- Trainers |
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- Sharing of progress and development of strategies for Year 4 expansion of mentoring program |
- Report from work session in St. Louis |
- June 30 |
- Mentoring Coordinators |
- Travel to St. Louis for TWS and Mentoring Coordinators |
Outcome: Project sites will show a 10% increase in the number of arts and science faculty trained and involved in assisting teacher candidates in developing teacher work samples.
Measure: Report of arts and science faculty trained to work with teacher work samples. Report of arts and science faculty involved in mentoring teacher candidates developing teacher work samples.
2b. & 3b. Systemic Program Revision and Improvement in Quality of Graduates
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Project Goal: To become accountable for the impact of the teacher candidates and graduates on student learning. Improve teacher performance in key areas and show increase in teachers’ ability to facilitate learning of all students. Five Year Objective: All eleven Renaissance institutions will develop and implement a system to annually evaluate their teacher preparation program based on the impact of learning data and make improvements. Year 3 Objective: All eleven Renaissance institutions complete course revisions for programs related to existing programs using work samples and expand revisions to at least one additional program. |
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Activity |
Benchmarks |
Time Line |
Responsible Party |
Resources Needed |
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- Inventory of course program changes related to TWS and mentoring programs |
- Published report on web site of program changes by Renaissance Partnership site |
- November 30 |
- TWS Coordinators |
- TWS Coordinator time |
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- Continued revisions of courses and programs for spring 2002 |
- Report of course revisions |
- January 30 |
- Institution Coordinator |
- Released time of Institution Coordinators |
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- Sharing of program changes and challenges across project sites |
- Report of Institution Coordinators meeting in St. Louis |
- January 30 |
- Institution Coordinator |
- Travel to St. Louis for Institution Coordinators |
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- Continued revision of courses and programs for fall of 2002 |
- Report of course revisions |
- August 30 |
- Institution Coordinators |
- Released time of Institution Coordinators |
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- Sharing of program changes and challenges across project sites |
- Report of course revisions |
- February 28 |
- Institution Coordinators |
- Travel to St. Louis for Institution Coordinators |
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- Update of program changes across all sites in Renaissance Partnership Project |
- Published report on web site of program changes by Renaissance Partnership site |
- September 30 |
- TWS Coordinators |
- TWS Coordinators |
Outcomes: Completed revisions in syllabi of all courses that develop one or more of the seven teaching processes. Expansion of program revisions to at least one additional programs in institutions that have introduced teacher work samples in one program (i.e. early childhood, elementary, secondary or special education).
Measure: Documentation of changes using report on inventory of inventory of program changes adopted by the Renaissance Partnership Project.
4. Education Partnerships with Business
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Project Goal: To become accountable for the impact of the teacher candidates and graduation on student learning. Improve teacher performance in key areas and show increase in teachers’ ability to facilitate learning of all students. Five Year Objective: All eleven Renaissance institutions will establish dynamic partnerships with businesses that provide increased learning opportunities for teacher candidates and/or students in partner schools. Year 3 Objective: The eleven Renaissance institutions as a group will define the role they want business to serve in their efforts to improve teacher quality. |
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Activity |
Benchmarks |
Time Line |
Responsible Party |
Resources Needed |
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- Develop position paper for new strategies of partnerships with business |
- Position paper placed on project web site |
- November 30 |
- Western Kentucky University Provost |
- Local resources |
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- Sharing of position paper and receiving feedback for all partnership sites |
- Responses on position paper/strategies summarized and placed on web site |
- January 30 |
- Project Director |
- Local resources |
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- Discussion of strategies and development of new collective plan for business partnerships across Renaissance institutions |
- Consensus report from Renaissance Partnership Project spring meeting in Washington in March |
- April 30 |
- Institution Provosts |
- Local resources |
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- Development of local site plans to implement revised strategy |
- Local site business partner plans developed and placed on web site |
- July 30 |
- Institution Provosts |
- Local resources |
Outcome: A clear statement of each university’s goals for improvement of teacher quality and description of the specific role they want business and industry to play and what higher education is willing to do if business and industry responds.
Measure: Individual institution statements signed by institution presidents.
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Project Goal: To become accountable for the impact of the teacher candidates and graduation on student learning. Improve teacher performance in key areas and show increase in teachers’ ability to facilitate learning of all students. Five Year Objective: Establish a dynamic electronic network among all Renaissance institutions and partner schools to share information, material, ideas and data related to improvement of teacher quality and student learning. Year 3 Objective: Increase the program capacity of the project web site by 100% over Year 2. |
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Activity |
Benchmarks |
Time Line |
Responsible Party |
Resources Needed |
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- Maintain and update existing features on project web site |
- Monthly updates |
- Monthly |
- Project Director |
- Released time for Webmistress |
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- Gather user data on materials and services that different role groups need on the project web site |
- Completed survey of role groups at each project site |
- November 30 |
- Project Director |
- Local resources |
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Expand materials and features on the web site: |
- Materials and features appear on web site |
- October 30 - November 30 - November 30 - January 30 |
- Project Director |
- Release time for Webmistress |
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- Promote use of web site by all partnership roles at each site |
- Promotion plan implemented at each project site |
- January 30 |
- Institution Coordinator |
- Released time for Institution Coordinator |
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- Develop and report use of web site by user group |
- Year end report of web site use by role group |
- September 30 |
- Project Webmistress |
- Released time for Webmistress |
Outcome: At least 100% increase in use of web site by each of three groups: teacher educators, school practitioners and arts and science faculty.
Measure: Inventory of items added to the web site and number of hits recorded on the web site by each group.
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Project Goal: To become accountable for the impact of the teacher candidates and graduation on student learning. Improve teacher performance in key areas and show increase in teachers’ ability to facilitate learning of all students. Five Year Objective: Develop and operate an ongoing research program among all eleven Renaissance institutions and their partner schools that links teacher performance to student learning. Year 3 Objective: Continuation of four existing research projects and the addition of at least two new research efforts. Research efforts to be continued are: (1) change in performance of graduates due to use of teacher work samples, (2) change in practice and attitudes of faculty and school practitioners, (3) change in preparation programs and experiences of teacher candidates, and (4) identification of teacher performances that most impact P-12 student learning. |
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Activity |
Benchmarks |
Time Line |
Responsible Party |
Resources Needed |
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Collect and report data on Year 1
research efforts:
- Change
in candidate performance
- Description of mentoring patterns |
- Collect reports and place on web site |
- November 30 |
- Nancy Keese (MTSU)
- Sam Evans (WKU) |
- Released time for faculty |
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- Continue data collection on Year 1 research projects |
- Plans for Year 2 data collection on web site |
-November 30 |
- Project researchers as listed above |
- Same as above |
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- Design two new research studies for Year 2 |
- Project designs approved by Project Director |
- October 30 |
- Project Director |
- Time of Project Director |
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- Implement two new research studies and collect data |
- Implementation plan published on web site |
- November 30 |
- Assessment Coordinators from respective sites |
- Released time for Assessment Coordinators |
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- Analyze data and report findings, recommendations and implications of Year 2 research studies |
- Reports of research studies disseminated on web site |
- September 30 |
- Researchers and Assessment Coordinators from respective sites |
- Released time for Researchers and Assessment Coordinators |
Outcomes: Four research projects initiated in Year 2 of the project will be completed. These include: (1) change in performance of teacher candidates as a result of teacher work samples (MTSU, Kentucky State and Longwood); (2) change in faculty, dispositions, actions and performances as a result of introducing teacher work samples (UNI); (3) change in teacher preparation programs and courses as a result of introducing teacher work samples (WKU); and (4) the measurement of P-12 student progress reported and evaluated in teacher work samples (EMU). Two additional research projects that gather data linking teacher candidate performance to P-12 student learning will be initiated. We are looking for two sites to take the lead on these.
Measure: Record of research-based recommendations from studies completed.