2. Improved quality of teaching by preservice teachers and program graduates

· increased number of contact hours in field experiences

· increased field placements with selected model teachers (Demonstration Teachers and in Partner Schools)

· higher performance assessment ratings based on TEP/program standards

· increased number/percentage of student teachers with high exit ratings (1 or 2 based on a 5 point scale)

· higher Praxis II pass rates

· positive survey responses by supervising Demonstration Teachers and employers

3. Improved quality and number of model teachers (Demonstration Teachers)

· increased number/percentage of field placements with Demonstration Teachers and in Partner Schools

· increased number/percentage of Demonstration Teachers with high evaluation ratings

4. Increased ability of program graduates to help diverse groups of students achieve at high levels

· increased field placements with diverse groups of students (documented through COE database)

· higher performance assessment ratings of preservice teachers in domains related to teaching diverse groups

· improved program and unit evaluations related to the COE's Conceptual Framework, "Reflective Educators for Diverse Learners."

Outcomes related to Goal 2 ­ Improve quality of teaching by practicing teachers through meaningful changes in professional development:

5. Increased professional development focused on content knowledge and "best practice"

· increased number of professional development opportunities (workshops/graduate courses) for practicing Partner School teachers focused specifically on content knowledge and quality teaching practice

· increased number of professional development opportunities based on school improvement and Partner School plans

· increased number of Partner School teachers participating in professional development

· increased number of model teachers (Demonstration Teachers) in Partner Schools, based on high quality teaching and supervision abilities

· reduced number of teachers in Partner Schools who have out-of-field teaching assignments

· positive survey responses by inservice teachers and their supervisors regarding professional development and improved teaching

6. Increased retention of beginning teachers in Partner Schools

· increased participation of Partner Schools in the collaborative Induction Plan

· increased years on the job for Partner School beginning teachers

· positive perceptions of beginning teachers on their success in fostering student learning and development as teachers

Outcomes related to Goal 3 ­ Improve student learning in Partner Schools through improved quality of teaching by inservice and preservice teachers:

7. Increased student achievement in each Partner School in subject areas identified in individual Partner School improvement plans

· increased number of students who achieve state standards (QCCs) and/or school/system- identified standards

· improved achievement test scores disaggregated by race and gender

· decreased retention and drop-out rates

· increased number of middle and high school students enrolled in advanced courses

· higher rankings of Partner Schools on Georgia Department of Education school report card

Activities, Timeline, and Implementation Plan:

Identifying, Planning and Initiating Partner Schools:

· Stage One and Stage Two Proposals
P-12 schools in the region were invited to two workshops (Spring and Fall 1999) to investigate partnership. Schools considered for partnership must provide a commitment of school leaders and faculty to support the partnership and a cohort of Demonstration Teachers in the school. Three stages of progression in Partner School development have been proposed by the Partner School/Demonstration Teacher Council (see Appendix 2: Three Stages of Progression in Partner School Development­Draft, and Appendix 3: Partner School/Demonstration Teacher Council Membership and Charge). In collaboration with University faculty, interested schools will submit to the Council Stage One or Stage Two proposals based on the Operating Principles. Acceptable plans will result in the designation of Partner Schools.

· Clinical Associates and Field Associates
A Clinical Associate and a Field Associate will be identified for each Partner School. Most of the schools will already have a Clinical Associate (see Appendix 4: List of Proposed Partner Schools and Clinical Associates). Clinical Associates are P-12 teachers who serve as liaisons to the University and assist in field placements, Demonstration Teacher selection and mentoring, and other duties related to teacher preparation. Field Associates are University faculty members who will be assigned to a Partner School as a liaison and coordinator. Descriptions of Clinical Associate and Field Associate roles and responsibilities will be clearly articulated.

· Leadership Teams
Each Partner School will establish a leadership team, on which the Clinical Associate and Field Associate will serve, that will guide the partnership. The Partner School leadership teams may evolve from present structures in the school or may be a new committee, based on the situations in the individual schools. The leadership team will be responsible for providing direction for the partnership, promoting faculty participation, and assessing outcomes.

· Partner School Plans­Stage Three
Each Partner School will collaboratively develop a plan that will provide direction for the partnership and on-going activities. The Operating Principles will guide the planning, and each plan will consist of activities in three areas of partnership: A. Mutual Renewal, B. Professional Development, and C. Initial Teacher Preparation. Goals and objectives, an action plan, an assessment plan, governance structure, and resource sharing plans will be delineated. The plan will be shared with the Partner School/Demonstration Teacher Council and will be reviewed and updated annually by the Partner School's leadership team.

Improving Field Experiences:

· Demonstration Teachers
Teachers in each Partner School will be provided opportunities for and encouragement to participate in professional development that will lead to an increase in the cohort of master Demonstration Teachers in the school. Potentially a Demonstration Teacher may work with a variety of preservice teachers­from Pre-Professional Block participants to student teachers.

· Partner School Assignments
As the cohort of Demonstration Teachers increases, more field placements will be made in the Partner School. Eventually all field placements, from Pre-Professional Block to Student Teaching and Internships, will be made in Partner Schools.

· Diversity in Placements
Data will be collected on the diversity aspects of placements in the Partner Schools and maintained on the College of Education (COE) database. Using this information, preservice teachers will be carefully provided assignments that will offer opportunity to work with diverse groups of students and to monitor their progress in assisting learners to achieve at high levels.

· Evaluation of Field Experiences
Current evaluation instruments will be reviewed and revised, if necessary, to adequately assess the preservice teacher's performance and effectiveness in helping diverse groups of learners achieve at high levels. The evaluation of field experiences will be a critical piece in the performance assessment plans developed by each teacher preparation program. Coherence in evaluation instruments across experiences and continuous monitoring of progress toward meeting program objectives and benchmarks will be aspects of the performance assessment plans.

Providing Professional Development:

· Partner School/School Improvement Professional Development Needs
Partner School plans will identify areas where professional development is needed by teachers in order to facilitate their students' learning and to help their schools improve in critical areas of concern. Professional development will be collaboratively planned and delivered by University faculty, school personnel, and/or other partners, such as First District RESA. Staff development workshops and graduate courses may be offered on the Partner School campus, a sister Partner School campus, the University campus, or by Internet. Courses will be offered in content areas to help qualify teachers who are given out-of-field teaching assignments. Teacher Support Services (TSS) endorsement courses will be offered to Demonstration Teachers and other teachers interested in becoming Demonstration Teachers and supervising preservice teachers or mentoring inservice teachers. Other endorsements may be offered such as the Reading endorsement and ESOL endorsement, based on the Partner School plans.

Supporting Beginning Teachers:

· Initiating the Induction Plan
An Induction Plan has been developed by an East Central Georgia P-16 task force and awaits implementation. Partner Schools that have progressed to Stage Three may choose to initiate the Induction Plan to support their beginning teachers as a retention effort. Beginning teacher induction activities will be a part of the more comprehensive Partner School Stage Three Plan. The school and the University, through the structure of the on-going partnership, will tailor assistance given based on the beginning teacher's needs and the supports already provided by the school and school system. Special professional development opportunities will be provided beginning teachers through the partnership.

Providing Accountability:

· Data Collection and Analysis
Each Partner School's leadership team will collect baseline and annual data to determine if outcomes are being realized. The Partner School/ Demonstration Teacher Council will work closely with each Partner School team and will aggregate data from all the Partner Schools and the University. Areas of data collection will include: (a) Teacher Education Program (TEP) student profile data, (b) field experience data, (c) Demonstration Teacher/Partner School profile data, (d) professional development data, and (e) student achievement data. A newly-developed COE Database will be used to store and report information related to TEP admissions/student quality profiles, field experience placements and evaluative ratings, Demonstration Teacher profiles and professional development activity, and Partner School profiles. Further development on the database needs to be made in order to store data on Partner School diversity and on beginning teacher evaluative data and support activity.

Networking and Communicating:

· Joint Meetings
Regular meetings of University faculty and all of the Partner Schools will be held to continue the investigation, development, and maturation of Partner Schools.

· Council and Leadership Team Meetings

Regular meetings of the Partner School/Demonstration Teacher Council and each of the Partner School's leadership teams will be held to provide leadership and guidance.

· Web Sites
The University will help establish a Web site for each of the Partner Schools with a link to the College of Education and East Central Georgia P-16 Web sites. Information about the school and the partnership will be provided on these sites. In addition, professional development will be offered via Internet to Partner School teachers.

Spring 2000:
Stage One and Two Proposals will be received and evaluated by the Partner School/Demonstration Teacher Council. After designations have been made, a leadership team will be mobilized at each Partner School , a Clinical Associate named if needed, and a University faculty member identified to be the school's Field Associate. New or revised roles of Field and Clinical Associates will be clearly articulated by the Partner School/ Demonstration Teacher Council. Baseline data will be collected on each of the Partner Schools and on the teacher preparation programs. Field experience placements, assignments, and evaluation instruments will be reviewed. The selection process for 2000-02 Demonstration Teachers will be conducted with an emphasis on Partner School faculty participation. Professional development opportunities will be planned and offered, based on existing Partner School plans. A one-day workshop will be offered for the leadership teams of all Partner Schools to discuss mutual concerns and ideas. Web sites will be constructed or updated for each Partner School; University and P-16 Council sites revised and appropriate links established.

Summer 2000:
Leadership teams will review and update their plans for Stages Two or Three, as appropriate. Professional development courses will be offered, and a two-day training session for Demonstration Teachers will be conducted with leadership by Partner School Clinical Associates. Field placement needs and diversity issues will be discussed and plans made for the 2000-01 academic year. Induction Plan implementation will also be discussed and planned by interested Partner Schools. Field Associates will meet with each other to collectively discuss their roles, ideas, and common concerns. The COE Database will be revised to include additional components such as diversity profiles and beginning teacher evaluation and support information. Web site construction and revisions will be completed. Partner School/ Demonstration Teacher Council members will meet with other schools regarding possible partnership (Stage One).

Fall 2000:
Leadership teams and the Partner School/Demonstration Teacher Council will meet regularly to continue planning and evaluating the partnerships. Various on-site and campus professional development opportunities will be offered. Field placements will be made with revisions based on summer planning. The Induction Plan will be implemented with beginning teachers (in first three years of teaching) at participating Partner Schools. Data will be collected on TEP admissions, field placements, professional development, and Demonstration Teacher involvement to reflect fall term activity. A two-day workshop will be scheduled late in the term for a joint meeting of all Partner School leadership teams and the Partner School/Demonstration Teacher Council to promote networking among Partner Schools and University faculty and to further explore the concept of school-university partnerships.

Spring 2001:
Each leadership team will begin planning for the Partner School's next stage of collaboration and improvement. Field placements and professional development activity will continue, and the annual Demonstration Teacher assessment and selection process will be conducted. A joint one-day workshop will be offered for all the Partner Schools and University faculty. Data will continue to be collected and then analyzed at the end of the term by each Partner School and the Partner School/Demonstration Teacher Council to determine if goals are being realized. Academic year 2001-02 plans will be adjusted based on the year's actual versus expected outcomes to ensure continued focus on the overall goals. Field Associates and Clinical Associates will be confirmed for the next academic year. Discussions will begin with any additional schools interested in becoming Partner Schools. Web site construction and revision work will begin for the next academic year. A cycle of activity should be established at this point to guide the continuance and vitality of the Partner School program.

Narrative Description of Overall Strategy:

The Partner School enterprise is evolving from the Clinical Associate and Demonstration Teacher programs that are already in place. There are strong relationships and daily activity with most of the schools so the idea of partnership is a natural extension. To promulgate the forming partnerships, initial planning and resource sharing have begun. Laptop computers, LCD projectors, digital cameras, software, etc. is available for loan at the University for Partner Schools. Planning is underway for professional development, and Web sites are already being constructed and/or revised. Mini-grants are being awarded to schools and teachers to support student learning in the prospective Partner Schools. The COE has developed a database that will support Partner School accountability with some modification. The database already accommodates information on TEP admissions, field placement assignments and evaluative ratings, school profiles, and Demonstration Teacher information.

Assessment Plan:

Indicators are identified for each of the Outcomes that include both quantitative and qualitative measures (see Outcomes section above). Each Partner School leadership team will be responsible for the collection and reporting of needed data in order to evaluate the success of the partnership in propagating high quality teaching and high levels of learning in that school. The Partner School/Demonstration Teacher Council will be responsible for assessing all the Partner Schools and the University in their collaborative efforts to succeed in meeting these goals.

Assessment plans will be developed by each Partner School leadership team. These plans will be aligned with the partnership's specific goals and objectives and will also be aligned with the overarching Partner School goals delineated in this proposal. Each teacher preparation program will have a performance assessment plan in place that will support the Partner School initiative. To support the assessment activity, the COE Database will allow for accessible reports related to each of the Outcomes.

Continuation Plan:

This proposal describes how structures will be established as on-going entities to perpetuate the tie between the P-12 Partner Schools and the University. The partnerships made by the schools and the university are being based at the outset on a clearly-articulated Shared Purpose and a set of Shared Commitments that are acknowledged commitments made by both school and college leaders and faculty. The Partner School/Demonstration Teacher Council is a standing committee in the College of Education and will work to ensure that both the school-university partnerships will facilitate improved teaching and learning in the schools and better teacher preparation.

Clinical Associates and Demonstration Teachers are positions of service and involvement in teacher preparation that exist now and are currently critical to teacher preparation at Georgia Southern. Similarly, Field Associates will be similar positions of service and involvement in support of Partner Schools and will facilitate university faculty involvement in the schools. With the participation of the Partner School's Clinical and Field Associates, the school's leadership team will be sustained to provide active and continued guidance. Regular meetings and resource sharing will help build the relationships. With these various structures in place, the work of P-12 schools and the university will merge in support of each other's missions, and a systemic change will be experienced in the level and frequency of involvement between partners.

Evidence of Institutional Commitments to Sustain Initiative Following Granting Period:

Georgia Southern University commits to the Partner School initiative by:

· establishing a Partner School/Demonstration Teacher Council as a standing committee in the College of Education

· assigning faculty as Field Associates to Partner Schools

· providing partnership-supportive professional development on campus, on Partner School campuses, and by distance education technologies

· providing stipends to Clinical Associates and Demonstration Teachers based on their service, participation, and leadership

· encouraging faculty involvement in Partner Schools in areas of teaching, research, and service

· supporting the Induction Plan for beginning teachers in the Partner Schools

· providing technical and personnel assistance in Web page creation/revision and in database maintenance

· sharing resources such as technology and faculty expertise

Partner Schools will likewise demonstrate commitment by:

· assigning faculty as Clinical Associates, serving as liaisons to the University and co-coordinators of the Partner School

· establishing a Partner School leadership team to include school personnel, GSU Field Associate, and possibly board of education members

· encouraging faculty to participate in specially-designed professional development

· nurturing teachers' development for selection as Demonstration Teachers

· supporting beginning teachers through the school-university collaboration

· sharing resources between GSU and school

· compiling school profiles