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

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Presentation on theme: "11 When multi-university partnering works: The University System of Maryland experience with Two TQE grants Susan Tucker, Evaluation & Development Associates,"— Presentation transcript:

1 11 When multi-university partnering works: The University System of Maryland experience with Two TQE grants Susan Tucker, Evaluation & Development Associates, LLC Dewayne Morgan, University System of Maryland

2 22 Overview of Presentation University System Context University System Context Leveraging P-20 Relationships Statewide Leveraging P-20 Relationships Statewide Partnership Work: Two Case Examples Partnership Work: Two Case Examples LINC from : Job-alike mentoring for retention LINC from : Job-alike mentoring for retention E=mc 2 from :Teacher academies for recruiting E=mc 2 from :Teacher academies for recruiting Findings, Sustainability &Institutionalization Findings, Sustainability &Institutionalization Gathering learnings from participants Gathering learnings from participants

3 33 University System of Maryland Maryland’s four-year+ public IHE system: Maryland’s four-year+ public IHE system: 11 degree-granting colleges and universities 11 degree-granting colleges and universities 2 research institutes 2 research institutes 2 regional higher education centers 2 regional higher education centers 112,000 undergraduate students; 38,000 graduate/professional students 112,000 undergraduate students; 38,000 graduate/professional students Offers more than 600 bachelor's, master's, doctoral, and professional degree programs Offers more than 600 bachelor's, master's, doctoral, and professional degree programs

4 44 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

5 55 Why P-20 Partnerships? The whole is greater than the sum of its parts. Aristotle Metaphysica, b

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

7 77 Evolution of P-20 Partnerships in Maryland K-16 (1994) P-16 (2002) P-20 (2007)

8 88 P-20 Partnership Philosophy Seamless educational alignment from pre-kindergarten through college Seamless educational alignment from pre-kindergarten through college Raising standards and expectations for both students and teachers Raising standards and expectations for both students and teachers Changing higher education behavior Changing higher education behavior Collaboration among diverse educational segments and with the larger community to improve student learning outcomes Collaboration among diverse educational segments and with the larger community to improve student learning outcomes

9 99 P-20 Challenges and Opportunities: How does TQE fit within this context? Evidence-based claims: Evidence-based claims: If you didn’t measure it, did it really happen? If you didn’t measure it, did it really happen? Budgeting forpartners shifting over time Budgeting forpartners shifting over time Getting partner buy-in upfront Getting partner buy-in upfront Aligning research opportunities with faculty and graduate student interests Aligning research opportunities with faculty and graduate student interests Maximizing internal & external evaluators Maximizing internal & external evaluators

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

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

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

13 13 USM TQE initiatives LINC: LINC: Job-Alike Mentoring Program for new teachers with Prince George’s County Public Schools Job-Alike Mentoring Program for new teachers with Prince George’s County Public Schools E=mc2: E=mc2: Early recruitment pipeline of High School Teacher Academies in Baltimore City Public Schools Early recruitment pipeline of High School Teacher Academies in Baltimore City Public Schools 13

14 14 LINC Findings Two new degree/certification programs Two new degree/certification programs 2+2 Certification and RTC 2+2 Certification and RTC increased teachers’ success in high needs schools increased teachers’ success in high needs schools Teachers receiving Job-Alike mentoring Teachers receiving Job-Alike mentoring returned to their schools in greater percentages than those who did not returned to their schools in greater percentages than those who did not Formal three-day induction Formal three-day induction Continued professional development Continued professional development graduate credit; certification&re-certification workshops graduate credit; certification&re-certification workshops 14

15 15 LINC Outcomes 84 Mentor Teachers 84 Mentor Teachers 44 Full-time Mentors 44 Full-time Mentors 33 Part-time Mentors 33 Part-time Mentors 70 Job-Alike Mentors 70 Job-Alike Mentors Assisting 140 new teachers Assisting 140 new teachers 13 E-Mentors 13 E-Mentors 7 grade-level e-mentors (K-6) 7 grade-level e-mentors (K-6) 6 cross-school e-mentors (k-12) 6 cross-school e-mentors (k-12) Content-based Mentors Content-based Mentors Assisting Resident Teachers (7-12) Assisting Resident Teachers (7-12) Project baseline: 30 Mentor Teachers; 30 schools Serving in over 100 schools

16 16 E=mc2 findings High School Teacher Academy model adopted statewide High School Teacher Academy model adopted statewide Created curriculum & support materials Created curriculum & support materials Current enrollment is over 2000 students in 13 districts Current enrollment is over 2000 students in 13 districts Summer institute impacts Summer institute impacts 167 teachers over past 3 summers prepared 167 teachers over past 3 summers prepared Continue during academic year managing teacher academies and HS student support Continue during academic year managing teacher academies and HS student support 16

17 17 E=mc 2 outcomes 17 Partnership ParticipantsNumber Institutions Schools80 LEA14 2-year colleges14 4-year colleges and universities2 Business community138 Institution Total248 Individuals University faculty members17 Teachers, instructional specialists, and instructional leaders167 District-level staff7 School-level staff25 K-12 and college students (pipeline)3,555 Business Community247 Individuals Total4018

18 18 Common Findings Preparation: articulating the pipeline Preparation: articulating the pipeline Recruitment not as successful due to difficulty of passing PRAXIS Recruitment not as successful due to difficulty of passing PRAXIS Retention of teachers was high Retention of teachers was high Mentoring: three emerging models Mentoring: three emerging models Institutionalization between universities, community colleges, school districts & MSDE Institutionalization between universities, community colleges, school districts & MSDE TAM TAM Critical role of counselors and principals Critical role of counselors and principals Role definitions of participants shifting with changing supervisors Role definitions of participants shifting with changing supervisors 18

19 19 Operating Principles within the Cycle of Renewal Coaching and Feedback For Mentors and mentees For program coordinators Ongoing Communication Monthly meetings Study groups BlackBoard networking Ongoing PD Data-driven Decision Making Ongoing Analysis Characteristics of Effective Mentors Focus on adult learner Monthly sessions Systemic training Peer coaching

20 20 Sustaining Program Elements Component part of our 3-Year Induction Plan Component part of our 3-Year Induction Plan $800K (local) $800K (local) State mandated mentoring State mandated mentoring Partial funding, via Maryland General Assembly Partial funding, via Maryland General Assembly $2.8M $2.8M Local Support Local Support $2M $2M Title II Grant Program TQE Title II Grant Program TQE $200K $200K

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

22 22 Where do we go from here… Recruitment Recruitment Retention Retention Partnering Partnering 22


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