First, address the applicable objectives from the Georgia P-16 Council Work Plan; then add additional objectives and results, particular to your council.

Measurable Objective	Plans Developed	Plans Implemented	Results achieved
#1 To increase student performance in reading by the end of third grade.	Literacy Task Force identified expectations of schools in literacy instruction as it relates to preparing beginning teachers	Literacy needs and expectations were developed by a task force and approved by College of Education's Undergraduate Curriculum Committee. All program areas will now look at course outlines and individual course syllabi to see that the expectations are included in required courses.	College literacy courses are better aligned with P-12 literacy instruction leading to the preparation of better prepared teachers to teach reading
#2 To have a qualified teacher in every classroom.	College of Education Database	Database developed to follow students from the time they enter college through their teacher education program, to graduation, into their teaching career, and graduate work. Reports of various types are now being designed to show improved quality of teachers over time.	Design and implementation of the database completed. Data entered for all teacher education students during Fall and Spring 1998-99.
	Demonstration Teacher Program	Summer 1998, 175 exemplary teachers were identified as Demonstration Teachers and used during '98-'99 academic year for field experience supervision. Demonstration Teachers were also used in program planning. Spring 1999, 250 exemplary teachers were identified as Demonstration Teachers.	Coordination of and collaboration in field experiences for pre-service teachers with master teachers. Professional development provided for Demonstration Teachers based on new Teacher Education Standards.
	Program Action Teams (PATs)	Established PATs met throughout the year to evaluate, review, and revise programs	Continuous review of programs to insure content inclusion that addresses P-12 content standards based on the process developed in Year One.
	Teacher Education Program Standards (TEP)	These standards were approved and implemented in all teacher education programs.	All our initial teacher preparation programs are based on the TEP Standards with performance assessment of student competencies.
	Technology Standards	These were developed in 1998 and approved by the Undergraduate and Graduate Curriculum Committees.	Program revisions and assessments are in progress.
	Partner Schools	The Partner School/Demonstration Teacher Council was established as a standing committee in the College of Education. They have defined the goals and guiding principals for Partner Schools. Planning for workshops with partners is underway.	Eight schools have expressed an interest and desire to form formal partnerships with COE. Establishment of three to five Partner Schools is planned for the Fall '99.
	Reversing the Arrow	A program implemented to bring P-12 professionals into the COE classroom to share their educational experiences and expertise with teacher education students.	During the 1998-99 academic year 49 P-12 professionals were resource speakers in various COE classes.
#6 To close the gaps between the expectations set for students and those to graduate from high school.	English and Math Educators - Articulating Standards from high school to post-secondary education.	Workshops held in fall and spring to include high school English and math teachers, curriculum directors, technical institute, 2-year college, and 4-year college personnel.	88 P-12 participants attended and participated in the articulation of standards and entry expectations at technical institutes, 2-year colleges, and 4-year colleges.

Goal/Objective 1: To establish and implement raised standards and assessment in preparation of teachers.

Progress
The Teacher Education Program (TEP) Standards that were collaboratively developed by a P-16 task force during Year One (and are correlated with INTASC standards) have been approved . During this year the departments have tied these standards to their program objectives. Each of the initial teacher preparation programs have been working to develop and implement assessment plans that are aligned with the program outcomes that are based on the TEP Standards. Revised program objectives, required courses, and performance-based assessment components have been developed in Middle Grades, Secondary Education, and Special Education programs and were implemented during the 1998-99 academic year. They are in the process of development in Early Childhood Education and P-12 education programs for implementation during the 1999-2000 academic year. By June 1, 1999 all departments will have their revised programs and performance-based assessment plans on file with full implementation to begin with Fall Semester 1999.

In addition, raised standards for admission into the TEP were fully implemented during the 1998-99 academic year. The new TEP admissions standards include raised GPA requirements and a performance-based assessment of personal, professional, and oral and written communication criteria that requires input from the College of Education Pre-Professional Block faculty, content faculty outside the College of Education, and Demonstration Teachers who host the field placements.

The Technology Standards for the GSU Teacher Education Program (ITSE standards) have been acted upon and accepted by both the Undergraduate and Graduate Curriculum Committees. These standards have now been passed onto the Program Action Teams (PATs) for implementation into all teacher preparation programs by Fall 1999.

At the end of Year One, the P-12 Standards Task Force developed guidelines to assess the content topic areas included within required courses of each teacher preparation program and a process for identifying to what extent content standards are addressed. During Year Two, Programs Action Teams (PATs) used the guidelines and recommended process to review P-12 content standards and their alignment with required course content. Program revisions will be made Summer/Fall Semesters 1999 based on the recommendations of the PATs.

To support the implementation of raised standards and the assessment of students and programs, the College of Education Database, which was created during Year One as part of the co-reform initiative, will provide useable data on each student from entry into college through induction as a beginning teacher. This, coupled with the performance-based assessments of student competencies as they progress through their programs, will provide evidence of program effectiveness, teacher quality, and impact on student learning.

Lessons Learned
During Year Two the partnerships and collaborations between GSU faculty and P-12 educators continues to have a major impact on the implementation of standards in teacher preparation. All COE Program Action Teams consist of public school educators and university faculty who have worked hard to meet the objectives related to implementing high standards and clearly-articulated standards that are in line with public school expectations and needs for beginning teachers. The open lines of communication and the common goal of improving teacher education has been enlightening to committee members.

An additional lesson learned is the importance of communicating the standards to all stakeholders. It has proven vital to keep University faculty and Demonstration Teachers mindful of the standards and the collaborative process in which they are involved. They must demonstrate a continual awareness of the standards and an on-going involvement in implementing the standards in course instruction and related field experiences. Students must also be well-informed of these expectations as they enter, proceed through, and exit the program.

Revision/Next Steps (Address sustainability)
As the TEP Standards, Technology Standards and P-12 Standards are implemented into programs, they become ingrained and an ongoing dimension of the established programs and related course work. We have reviewed each program using the standards and have integrated missing elements. With the full implementation and assessment of these standards within the teacher preparation programs, the long term result will be better prepared teachers for the P-12 classrooms.

Database reports will be created based on specific indicators that will provide profiles of students in each program area, extending from entry into the Teacher Education Program through beginning teacher induction, including field experience placement and evaluative data. Program and college profiles will also be created from the database to better inform future decisions on effectiveness. This new system of collecting, reporting, and using data will be an ongoing dimension of teacher preparation at Georgia Southern University and will help insure continued improvement in programs and effectiveness in producing quality teachers.

Goal/Objective 2: To expand and model instruction in the area of effective teaching strategies at all grade levels and in all educational settings.

Progress
Using the model of shared responsibility for the preparation of teachers, GSU initiated its Demonstration Teacher Program in Fall 1998 through the work of a P-16 Task Force. Through a process developed by the task force, 175 exemplary teachers were identified. They have provided exemplary classroom environments, models of good teaching practices and effective supervision for field placements, as well as participation in program review, planning, and college teaching. By June 1, a full contingency of 250 teachers will have been selected as Demonstration Teachers for the 1999-2000 academic year.

A natural outgrowth of the Demonstration Teacher Program is the development of Partner Schools where large groups of teacher-partners exist. To support this continuing work, a standing committee in the College of Education that is collaborative in structure and function has been formed. The committee has been named the Partner School/Demonstration Teacher Council. Two subcommittees within the Council have been identified--the Partner School Subcommittee and the Demonstration Teacher Subcommittee. The membership of the Council consists of COE faculty, GSU faculty outside the COE, and P-12 educators. The Council is concerned with all matters related to the planning, implementation, and evaluation of Partner School and Demonstration Teacher programs.

The Partner School subcommittee has worked diligently to begin the process of identifying schools with which to develop the first formalized partnerships. At the conclusion of a half-day workshop with P-12 administrator and teachers, eight schools were identified as having a desire and readiness to enter the first partnerships. The subcommittee is presently identifying a manageable group of schools to phase in formalized relationships with Partner Schools. The schools not part of our first year will be phased in during the second year of the Partner Schools relationships.

The Literacy Methods Task Force completed their work during Year Two. They identified the needs and expectations of P-12 school personnel in relation to the preparation of beginning teachers in literacy instruction. This committee developed a document that identified essential criteria for the preparation of literacy teachers. This document was shared with 29 P-12 practitioners for input from that perspective. The Undergraduate Curriculum Committee has approved this document. Program Action Teams are now reviewing programs to verify that the competencies are included in the required course offerings.

During Year Two, two workshops were held for English and Mathematics educators. Articulations of subject content standards and entry expectations were discussed with a focus on post-secondary educational experiences. Representatives from technical institutes, 2-year colleges, and 4-year colleges were part of the planning committee and workshop participants. The workshops received high evaluations and indicated more dialogue between high school educators and post-secondary educators needs to continue in the future. Again this year these workshops were a cooperative effort between arts & sciences departments, College of Education faculty, P-12 educators, and RESA consultants.

Lessons Learned
Public school support of the Demonstration Teacher Program and Partner School concepts has been overwhelming. They express a true desire to help raise the level of competence, commitment, and professionalism of new teachers entering the profession. Our P-12 partners have demonstrated a genuine commitment to assist GSU in the endeavor to provide quality field experiences for preservice teachers. It is critical for the collaboration to continue in order to achieve the goal of preparing high quality teachers.

Our Partner School work has just begun, but again the interest and involvement of the P-12 personnel is amazing. Many schools have a true desire to become formal partners with GSU. As we refine these relationships, we will work towards helping public schools address their School Improvement Plan objectives as well as nurture their commitment to help support and facilitate our teacher preparation programs and co-reform efforts. This work has moved slower than initially planned, but the buy-in by all partners is critical to the process. Commitment and ownership by all parties involved is important for the success of the partnerships.

We see the articulation of standards workshops as a critical piece of our linkages goals. The desire is evident from P-12 personnel and all post-secondary educators that there is much value in these workshops. We will continue to bring the people together to continue this sharing of standards, expectations, and entry requirements at various post-secondary institutions. The newly-drafted Level 12/14 content standards will serve as a focus of next year's workshops.

Revisions/Next Steps (Address Sustainability)
The Demonstration Teacher Program is being expanded for Year Two. We will identify 250 exemplary teachers to serve in this capacity. Georgia Southern is committed to providing funding for this program because of the critical impact it has on the field experiences our pre-service teacher receive. Professional development will also be provided by GSU for the 250 identified Demonstration Teachers. Another critical component of this program that will continue and be further developed in Year Three is the areas of collaboration and communication to further co-reform efforts.

Partner School development is a high priority focus for Year Three. Plans are being made to identify the first group of Partner Schools. After the identification has been completed, working retreats and planning meetings are planned for the summer. The first year of the partnerships will be considered a year of exploration and planning how the partnerships will meet the needs of both parties. Each partner's strengths will be built upon and weaknesses will be addressed by all.

Program Action Teams will continue to review their respective programs in areas unfinished during Year Two. The new focus will be to review programs by the literacy indicators.

Standards workshops will continue during Year Three. Our plans are to expand them to include social science and science educators as well as middle grades educators in the four discipline areas.

Goal/Objective 3: To put qualified and competent teachers in P-12 classrooms through recruitment and professional development.

Progress
The Recruitment/Alternative Program Task Force submitted its report in December 1998 (Year Two). The College of Education's Ambassadors for Diversity in Education (ADE) program was reviewed during Year Two in consideration of the task force's recommendations. Recruitment efforts were increased through University receptions, high school career day participation, publications and mailing to prospective students, and improved efficiency in responding to student inquiries. Enrollments have increased in middle grades and secondary education non-degree post-secondary preparation programs and the Alternative M.Ed. Programs (for students who hold a bachelor's degree in a teaching field). Involvement was increased with the Georgia Teacher Cadet/Apprenticeship program, and an undergraduate course was developed to award freshmen who enter Georgia Southern as a pre-education major with a Teacher Cadet/Apprenticeship completion certificate. In addition, a new type of masters program is being developed-an M.Ed. in Teaching and Learning, based on NBPTS standards and primarily delivered through web-based instruction.

The Teacher Induction Plan, a collaborative model proposed in Year One by a P-16 task force, will be a key component that Georgia Southern will recommend be implemented in conjunction with its newly-formed Partner Schools. This plan was collaboratively developed with P-12 representatives and a RESA consultant as well as college faculty, and is ready for implementation as partner schools indicate a willingness to participate.

Professional development was a focus for the Demonstration Program during Year Two. Georgia Southern held a two-day workshop in July to inform newly identified Demonstration Teachers about the teacher education program, their roles and responsibilities as Demonstration Teachers, and the role of COE faculty in the field experiences. These two days also provided opportunities for all participants to participate in discussions and sharing of ideas. Throughout the year individual departments and program areas sponsored professional development activities to meet the needs of their programs in relationship with their Demonstration Teachers. To end the year, a half-day workshop was held to reflect on the first year of the program. A large group meeting was held for all Demonstration Teachers followed by breakout groups according to program area.

Lessons Learned
Collaboration between P-12 personnel, RESA consultants, and GSU faculty is important. As professional development activities are planned, it is essential to incorporate the ideas and needs of all groups.

Year Two took us in many exciting directions, but again some areas made more progress toward systemic change than others. The recruitment plan needs to be further developed in Year Three to pinpoint specific strategies that could be successful in recruiting teacher candidates in high needs areas.

Revision/Next Steps (Address Sustainability)
The Demonstration Teacher Program and the Partner School initiative are definitely going to move forward during Year Three. The Demonstration Teacher program will be bigger and better next year, hopefully placing all field experiences from Pre-Professional Block to Student Teaching with these master teachers who will be within a 50 mile radius of Statesboro. The one revision we are making in Year Three is putting the major responsibility for identifying and planning professional development for the Demonstration Teachers in the respective departments. This will increase the "grassroots" connectedness and ownership of the collaboration and quality assurance with programs. The Demonstration Teacher Program is a critical component to each program's field experiences, and faculty must have the major role and responsibility of making decisions based on program needs. A Demonstration Teacher Coordinator has been identified by the Dean of the College of Education to help facilitate these activities within the departments.

Building on the expertise and commitment of Demonstration Teachers working in the schools, Partner Schools will be formed during Year Three and will serve as extended teacher preparation campuses. As the Demonstration Teacher Program has already become a central component to teacher preparation at Georgia Southern and a systemic and sustained change, so will Partner Schools become a new way of delivering our programs.

The induction plan will be implemented with some of our new Partner Schools. Induction will also be connected with Georgia Southern's "quality assurance" plan to insure a smooth transition of graduates from the teacher preparation program to work as beginning teachers. It will also extend the support Georgia Southern provides to its graduates whether the assistance desired and/or needed is customary for all beginning teachers or critical to success