General Overview of the Partnership Plans
UNC Deans' Council on Teacher Education
First Year Accountability Plans

As a result of a process begun by the Deans' Council on Teacher Education in 1996, the colleges/schools/departments of education in The University of North Carolina developed a plan that strongly emphasizes the strategic involvement of school districts and communities in the preparation and development of teachers, administrators, and other education professionals. This new approach to teacher preparation, described as University-School Teacher Education Partnerships, was approved by the UNC Board of Governors in January, examined by a National Review Team in July, and provided initial funding by the North Carolina General Assembly in August, 1997.

Operationally, the University-School Teacher Education Partnerships will be reflected in: (1) increased time for preservice teachers to experience earlier, longer, and more intensive field-based placements in the public schools, connected to methods classes and clinical teachers at school sites; (2) jointly-crafted professional development programs for teachers, administrators, and others in the public schools and universities; (3) increased communication between public schools and higher education for the purpose of sharing and disseminating best practices; (4) generation and application of research and new knowledge about teaching and learning; and (5) joint involvement of university and school personnel in curriculum planning and program development.

Signed agreements between the universities and surrounding school districts, along with continuous financial support from administrators in both entities and from elected and appointed officials will help sustain these changes. Legislators and other policy-makers are increasingly aware of and supportive of the changes proposed in the University-School Teacher Education Partnerships.

The purpose of this report is to better inform policy-makers, educators, and the public of the 1997-98 goals and objectives of each of the fifteen Partnerships. The goals of each Partnership are different, reflecting both the needs of and the current stage of development of the Partnerships. All of the University-School Teacher Education Partnerships will report their results to the UNC Board of Governors in July, 1998.

More information about the University-School Teacher Education Partnerships and related initiatives can be located at the following website: http://www.ga.unc.edu/21stcenturyschools/

Appalachian State University
East Carolina University
Elizabeth City State University
Fayetteville State University
N.C. A&T State University
North Carolina Central University
North Carolina State University
University of North Carolina - Asheville
University of North Carolina - Chapel Hill
University of North Carolina - Charlotte
University of North Carolina - Greensboro
University of North Carolina - Pembroke
University of North Carolina - Wilmington
Western Carolina University
Winston-Salem State University

1. Extend the Reich College of Education community of practice to the public schools for the dual purpose of improving teacher preparation curricula and school practices.
   1. Complete review and approval process for revision of elementary education curriculum to include:
      • General Studies requirements
      • Enhanced field experiences
      • Increased involvement of practitioners
      • Identification and development of professional development sites
      • Hiring of teacher-in-residence from partnership school to teach and supervise in program for 1998-99
      • Major requirements
      • Increased experiences with diversity
      • Increased technology emphasis
   2. Begin development of Middle School Professional Development Site program.
      • Consult with experts in establishing professional development sites.
      • Visit representative model professional development sites.
      • Review and modify current middle school curriculum including clinical experiences.
      • Involvement of practitioners in curriculum and professional development site selection.
      • Reach agreement with prospective professional development school sites.
      • Prepare implementation plan for use of such sites in Fall 1998-99.
      • Hire site coordinators(s) for 1998-99.
   3. Continue integration of the RCOE Conceptual Framework into the Professional Core and into all curricular revisions.
   4. Complete review of all RCOE teacher education programs to determine effectiveness of clinical experiences and develop plan for enhancing such experiences wherever possible.
      • Complete inventory of all programs.
      • Identify guiding principles for all clinical experiences and relate to the RCOE Conceptual Framework.
      • Develop ways to enhance clinical experiences particularly for K-12 and secondary programs.
      • Involve practitioners in design and delivery of experiences with particular attention to diversity.
      • Determine the role of faculty in clinical experiences.
   5. Review with ASU-public school partners all current student teaching sites to determine their appropriateness to program goals, including diversity and technology and identify the characteristics for model placement sites.
   6. Begin planning for implementation of Literacy Pilot in 1998-99 using a cohort of 20 students, 1-2 faculty and 1-2 public school teachers:
      • Identification of pilot site(s)
      • Revision of curricula
      • Identification of on-site supervisors and coordinator
      • Adjustments in faculty teaching schedules to accommodate pilot
2. Design, equip, and sustain learning environments including offices, student work areas, laboratories, and classrooms, both on and off campus, that afford faculty and students the opportunity to use state-of-the-art telecommunications and multimedia as a part of their everyday work and to integrate technology into all curricula.
   1. Begin review of all teacher education programs to determine the degree to which technology has been integrated; devise approaches for increasing technology applications.
   2. Emphasize faculty development in integrating technology into teaching and learning.
      • Use services of RCOE Technology/Curriculum Specialist (Spangler person) to support faculty development.
      • Conduct workshops and sponsor demonstrations.
      • Encourage increasing faculty competency as a part of each faculty member's annual professional development plan.
      • Encourage collaborative professional development between faculty and public school partners.
   3. Increase connectivity between partnership schools and RCOE, including use of home pages, teleconferencing, and laying the foundation for a Partnership Intranet.
   4. Continue to participate in the piloting of the ETSI and Advanced Technology Assessments and collect data on student achievement.
   5. Develop plans for piloting student electronic portfolios in 1998-99.
   6. Enhance the technology teaching environment within the RCOE.
      • Have all RCOE classrooms connected for Internet access and equipped with video players and monitors, overhead projectors, etc.
      • Update and expand the equipment in the Media Lab used by faculty and students.
      • Begin renovation of large lecture hall to convert to a multimedia teaching environment.
      • Begin use of reorganized distance teaching/learning environment, teleconferencing environment and multimedia editing environment to support faculty and students.
3. Provide faculty development activities necessary for developing and sustaining a community of practice.
   1. Deliver the Learning-Focused School Program to 12 partnership elementary schools with 168 core teachers, and six middle and high schools with 125 core teachers with the goal of improving student achievement in the ABCs.
   2. Implement the Beech Mountain Elementary School Staff Development Project which will address curriculum and instruction in a rural K-8 A+ school that features multi-age classrooms with a special focus on math and reading achievement.
   3. Initiate faculty development activities in the RCOE to support the partnership effort.
   4. Begin planning for the Integrated Communication and Learning Strategies Classroom - a partnership effort to address the needs of students with language learning disabilities - with the goal of beginning Fall 1998.
4. Document, evaluate and understand the key factors in teacher preparation and the factors that influence the process of change, both in partnership schools and the RCOE.
   1. A. Develop a plan and strategies for collecting research data related to ASU School Partnership activities.
      • Establish a system for artifacts from partnership activities.
      • Establish a feedback system for partnership participants.
      • Create an electronic database/archives.
   2. Participate in development of UNC Performance Data System and insure its compatibility with partnership evaluation.
   3. Propose revisions in RCOE Faculty Workload/Expectations to encompass faculty work assignments at professional development school sites and establish that such assignments should be considered in promotion, tenure, and merit decisions.
   4. Develop ways to recognize the work of public school educators at professional development school sites and on campus (i.e. clinical faculty, practitioners-in-residence) and provide appropriate rewards for such involvement.

1. ECU's School of Education will strive for continuous improvement of its teacher education programs at both preservice and inservice levels.
   1. Extend and enhance the East Carolina Clinical Schools Network and Partnerships in the broader service area.
      • Initiate two pilot professional development schools.
      • Initiate induction program.
      • Incorporate interns from Educational Leadership and Counseling Departments within Clinical Schools Network.
      • Revise Clinical Handbook.
   2. Redesign teacher graduate programs.
      • Begin to develop the conceptual framework for existing graduate programs.
      • Develop matrix showing where we are.
      • Develop process for collaborative discussion of where we need to be going.
      • Identify professional core.
      • Begin to revise existing programs and develop new ones to support conceptual framework.
      • Redesign Masters in Elementary Education by surveying area teachers and administrators and supporting collaborative action research through course work.
   3. 1. Redesign freshman and sophomore year experiences.
      • Enhance School of Education Web pages to publicize programs.
      • Provide remediation sessions for students having difficulty with Praxis I and Praxis II tests.
   3. 2. Redesign junior and senior year experiences.
      • Examine course sequencing, teamed courses, and linked courses with field intensive component.
      • Establish guidelines for examination of syllabi for strategies related to inclusion of diversity and technology in all licensure programs.
      • Continue Professional Development of clinical instructors and include concepts of reflection, best practice, and rationale for instructional decisions.
   4. Design induction and continuing professional development models for inservice teachers.
      • Link professional development activities to licensure requirements and national standards.
      • Acquire promotion and financial support from Partnership Plan for release time for teachers' participation in activities such as curriculum revision in teacher education program.
   5. The implement diversity in recruitment and curriculum integration.
      • Establish a task force.
      • Initiate Phase I of project EXCEL.
   6. Refine and evaluate the alternative licensure and lateral entry programs.
      • Design and implement research project on effectiveness of lateral entry teachers.
2. School systems who are partners in the East Carolina Clinical Schools Network will meet with university faculty and partnership leaders to redesign components of their operations to better facilitate partnership activities.
   • Clarify governance structure of the Partnership.
   • Design communication network throughout ECCSN.
   • Expand Clinical Schools Network Office to include area coordinators.
   • Create Professional Development agenda.
   • Investigate and fund additional release time for teachers to participate in Partnership activities.
   • Articulate connections with graduate programs.
3. Redesign the reward structure for faculty to reflect an emphasis on school based research and partnership involvement at school sites.
   • Reassign faculty teaching loads to reflect school based activity and research.
   • Link faculty research agendas to School of Education research agenda based on partnership initiatives.
   • Clarify faculty reward structures in accordance with Faculty and School of Education Codes.
4. University and school faculty and administrators will design short-term and long-term evaluation strategies and conduct "results-based" research to assess the effectiveness of partnership goals; develop and test pedagogical theories in practice; expand the professional knowledge base; build records of scholarship for faculty; close the theory to practice gap; and link university teacher education to school improvement plans.
   • Initiate School of Education Research agenda with an emphasis on action research, identification of best practices, impact on student achievement, and changes in teacher education.

Phase I - Fall, 1997
August-December

1. Conduct an All Partners meeting - a follow-up meeting to inform partners of the process and status of proposal.
2. Advertise and employ Clinical Coordinator.
3. Identify and organize freshmen.
4. Assign advisor for freshmen.
5. Establish activities in public schools to encourage careers in teaching.
6. Meet with prospective teachers.
7. Begin working with sophomores enrolled in GE 220 - Sophomore Seminar for Early Field Experiences.
8. Organize Early Field Experiences component to focus on specific school-based observation/interaction requirements with on-campus follow-up reflection .
9. Plan seminars for all Partners.
10. Identify fifteen juniors who will be the first cohort to participate in the full year Senior Internship.
11. Plan and schedule continuing professional development activities.
12. Plan for submission to UNC-GA a proposal for a graduate program in special education .
13. Plan and schedule seminars for new/beginning teachers.
14. Plan the full year internship to begin Fall, 1998 and to include the methods course requirements and expectations for observation/interaction.
15. Begin developing and selecting evaluation/assessment instruments.
16. Begin establishing computer teleapprenticeships connections.

1. Conduct an All Prospective Teachers' Meeting.
2. Continue to work with freshmen teacher candidates.
3. Continue to work with public school students to encourage careers in teaching.
4. Develop an activity for ECSU-STEP Club.
5. Begin meeting with first cohort of fifteen elementary education interns.
6. Plan full year internship with methods class included.
7. Identify university supervisors and clinical teachers from each of the three partnering elementary schools.
8. Assign interns.
9. Implement workshops for interns, clinical teachers, university supervisors, clinical coordinator.
10. Develop survey for elementary school teachers regarding professional development needs.
11. Develop schedule for full year internship.
12. Develop evaluation instruments.
13. Pay student fees for Praxis Examinations.

Fall 1997

1. Meet individually with each superintendent in the University's service region to discuss the Fayetteville State University-School Teacher Education Work Plan and solicit feedback.
2. Visit established Model Clinical Teacher Programs and Professional Development Schools and consult regularly with colleagues to build on their successes.
3. Convene the School of Education Advisory Committee to discuss and finalize the organizational and governance structure of partnership initiatives between the University and participating school districts.
   • The existing School of Education Advisory Committee will be restructured to become the Partnership Advisory Council.
   • The feasibility of an Executive Partnership Council will be considered.
   • The feasibility of School Partnership Counsels will be considered.

1. Develop and finalize professional development school pilot agreements for teacher interns.
2. Formulate definitions and criteria for the following aspects of the professional development system:
   • Clinical Faculty
   • Supervisor
   • Partnership School
   • Partnership Teacher
   • Site Coordinator
   • Teacher Intern
   • Professional Development Center
3. Meet individually with the three schools that will serve as professional development school pilots.
4. Select and organize a cadre of teachers, administrators, and university personnel who will supervise teacher interns and participate in the professional development school pilots.
5. Design training for teachers, school administrators, and university personnel involved in the pilot professional school sites.
6. Share and disseminate best practices among all teachers, school administrators, and university personnel who will participate in the professional development school pilots using the "train the trainer model".

The Professional Development School (PDS) goals were derived from the mission, vision, conceptual framework, and guiding principles and will remain constant each year. The objectives for the 1997-98 academic year are listed below each goal.

1. Strengthen relationships and shared responsibilities in the initial preparation, New Teacher Induction, and continuing professional development of educational professionals as catalysts for learning.
   1. Place into effect the beginning stage of the clinical model of teacher education.
      • Employ clinical faculty members.
      • Continue to sequentially place students in schools to accomplish a full year internship to provide students with the opportunity to experience diverse cultures.
   2. Implement the component of faculty exchanges by utilizing clinical professors.
      • Conduct exchange activities in at least one section of professional education courses at the 300, 400, and 500 levels.
      • Summarize exchange activities for faculty development activities.
2. Extend and improve the school-based components of both initial preparation and continuing professional development by creating a governance structure that is inclusive of all parties in the partnership.
   1. Conduct monthly meetings of the Coordinating Council.
      • Schedule meetings at public school and university sites.
      • Invite key public school and university personnel to meetings.
   2. Conduct, at a minimum, five (5) meetings of the Governing Board.
      • Receive updates of Coordinating Council Activities at meetings and at intervals between meetings.
      • Invite key public school and university personnel to meetings.
3. Strengthen the linkage between theory, practice of teaching and learning, and research activities which can bring clarity and definition to the mission, goals, and assessment of the partnership's outcomes.
   1. Develop faculty development activities that will be delivered to preservice, inservice, and university faculty as needed.
      • Focus activities on the needs and requests of partner schools.
      • Utilize the expertise of the partnership faculty members for presentations.
   2. Participate in state, regional, and national meetings as determined by the Coordinating Council.
      • Tell the story of the partnership successes.
      • Gather a myriad of information on successful programs and efforts around the country.
4. Focus and share resources of the university, schools, and communities to improve curricula, initial teacher preparation, collaborative faculty development, and the maintenance of high quality career teachers.
   1. Develop a working relationship with UNC-G that will compliment the efforts of each partnership in the participating LEAs.
      • Establish an Executive committee for dialogue and conversation.
      • Establish task forces to address obstacles that emanate from the differences in the university and public school cultures.
5. Create a proactive community of educators, students, business/corporate entities who can work together to best prepare all teachers for a diverse population, and who can use technology effectively in teaching and learning.
   1. Develop collaboration between the public schools and all university divisions that can enhance and promote the use of technology in teaching.
      • Develop focus groups on technology and teaching.
      • Develop demonstration sites for effective models of technology in teaching.

1. Governance and Operations Structures
   • Establish a broad-based Policy Board, comprised of university and school partners, to meet twice a year to establish direction, assess progress, and make policy decisions.
   • Establish a Partnership Planning Team, comprised of a cadre of university-based faculty members and local school system designees, to engage teachers, counselors, parents, community members and university personnel in the design work for selected components of the Partnership framework.
   • Establish site-based Work Teams at each Partnership school district to provide input for the various components.
   • Establish site-Based Steering Committees at each PDS site to oversee operations and make policy recommendations.
   • Develop and implemented a plan of work and time line to accomplish first-year goals.
2. Professional Development School Sites
   • Develop criteria and a process for PDS site selection.
   • Develop Partnership agreements based on clearly identified criteria for PDS sites.
   • Enter a Partnership agreement with The Governor Morehead School for the Blind.
   • Execute formal agreements with the Durham Public School system for two PDS sites.
   • Begin team-building and planning for 1998-99 implementation of two Durham PDSs.
   • Begin full implementation of the Governor Morehead Partnership.
3. Pre-Service Education Program Revision
   • Complete revision of pre-service education programs to include expanded school-based activities and clinical practica.
   • Establish a process to integrate graduate clinical practica into the Partnership.
   • Develop and pilot a full-year student internship.
   • Identify a core group of field supervisors.
   • Involve field supervisors in selected professional development activities.
   • Involve at least one clinical faculty member in SOE course-work for pre-service teachers.
4. Induction and Support for Beginning Teachers
   • Train faculty members in model clinical teacher supervision (at NCSU).
   • Complete design work on induction and support for beginning teachers, including an induction model for career teachers entering local systems from out of state.
5. Coordinated System of Ongoing Professional Growth
   • Complete design work on ongoing professional growth for public school and university faculty.

We anticipate our first year will focus on the establishment of the partnership, long-range planning for a five year period, the creation of a process by which other partner schools are added, identification of specific activities for the first year, and the development of a comprehensive evaluation plan.

The following outlines these expectations in more detail:

1. Establish university office for the Triangle East partners in Education
   • Identify a program coordinator.
   • Identify support staff.
   • Identify facilities to be used by the partnership.
2. Establish Governance Committee for Triangle East Partners in Education
   • Identify the membership of the Governance Committee.
   • Establish the officers, terms of tenure, and subcommittee structure with terms of tenure and responsibilities of the Governance Committee outlined.
   • Establish the meeting schedule.
   • Develop the charter and bylaws for the partnership.
   • Develop a process by which additional school partner sites are identified.
   • Develop a fiscal plan and a budget.
   • Create a five-year long-range plan including overall goals, objectives, and activities for the partnership. Diversity issues will be given special attention during this process.
   • Develop and implement an evaluation plan.
   • Identify other resources that can be shared in addition to the state funding.
3. Identify school partner sites and add them to the partnership
   • Each partner school site will develop their goals, objectives, timeline and evaluation process for a five year period.
   • Each partner school will identify which objectives they can accomplish within this first funded year and begin implementation.
   • Each partner school site will discuss/develop a new format for student teacher placement to be implemented in the next academic year.
4. Cary High School (CHS) partner continues implementation of their goals, objectives, and activities culminating in evaluation.
   • Implement and evaluate year-long Beginning Teacher Institute.
   • Provide a video tape service to record beginning teachers' classes to help the mentor and beginning teacher critique and reflect on the taped instruction.
   • Implement and evaluate new format for student teacher placement.
   • Establish E-mail connection between CHS teachers, NC State faculty and student teachers (when school is appropriately wired).
5. Identify outstanding public school teachers to serve in new roles.
   • Teachers will serve as clinical faculty.
   • Teachers will review courses and activities in teacher education curriculum.
   • Teachers will give seminars and work with methods courses.
6. Provide support for career advancement activities.
   • Offer joint school-university workshops on the uses of technology in instruction including materials development using the Internet.
   • Continue to offer mentor training and course offerings for the training of mentors.
   • Provide opportunities for attendance at conferences and presentation of papers dealing with teaching and teacher education.
   • Identify and invite guest speakers to discuss current issues in teacher education reform with partnership members.
7. Identify University faculty leaders who wish to participate in the partnership.
   • Provide release time for faculty working with the school site partners.
   • Accept proposals for mini grants to support action research projects with the school site partners.

Subcommittees of the UNC-A Partnership Team met and developed the specifics essential to meeting the following objectives:

1. Continue to prepare teachers who demonstrate exceptional content-based academic and pedagogical expertise, who reflect that knowledge and those skills essential to effectual educational practices, who recognize, accept and promote the needs/aspirations/potential of every student, who demonstrate creativity, innovation and rationality as independent thinkers and problem solvers.
2. Increase the number of clinically-trained teachers who serve as LEA supervisors for UNC-A licensure seekers.
3. Assure that LEA partners and licensure seekers exhibit those technological competencies deemed essential by the North Carolina State Board of Education, the North Carolina Department of Public Instruction, NCATE, and all member organizations of the Council of Learned Societies.
4. Decrease UNC-A licensure completers' current near-zero drop-out from the profession to zero through continual essential mentoring of initially licensed teachers by LEA partners and all germane UNC-A personnel and community resources.
5. For both UNC-A and LEA partners, increase and strengthen engagement in professional development activities through the School Services Program and the Model Clinical Teacher Program.

Partnership-wide Objectives

1. America Reads
   • Select and train 35-40 undergraduates as reading tutors.
   • Tutor over 100 first and second graders in the Partnership schools.
   • Evaluate the success of the program in improving the reading of the children tutored.
2. Induction
   • Sustain the New Beginning Teacher Support Program to 25 beginning teachers.
   • Appoint an induction committee to consider among other things the changes that should occur in the workplace in order to increase the retention of beginning teachers.
3. National Board Teacher Certification
   • Schedule meetings with school boards to orient them regarding National Board Teacher Certification.
   • Schedule meetings with principals and central office administrators in each of the Partnership districts to orient them about National Board Teacher Certification and the support they need to provide to teachers involved in National Board Teacher Certification.
   • Schedule meetings for teachers in each of the Partnership districts who are interested in pursuing National Board Certification. These meetings will serve as a basis for developing support teams among teachers.
4. Technology
   • Appoint a technology committee that includes the chief technology directors for each of the Partnership school systems.
   • Begin a needs assessment of each PDS site and personnel associated with the PDS program.
   • Pilot LEARN NC at each of the PDS sites.
5. Masters Program for Experience Teachers
   • Appoint a curriculum design committee composed of National and Board Certified Teachers, teachers representing the various school levels in the Partnership school districts, and university faculty.
   • Begin planning a masters degree program in relation to the Excellent Schools Act and National Board Certification.

1. Grady Brown Elementary School
   • Continue kindergarten registration and Early Bird School Programs in literacy for children and parents.
   • Continue to follow those children who attended Early Bird School in the summer of 1997 and a comparison group.
   • Expand kindergarten-screening activities to include those children who register late.
   • Expand the number of children to at least 20 served by the Early Bird program.
   • Continue and expand outreach to parents in the community through workshops, materials and home visits.
   • Provide professional development activities for kindergarten and first grade teachers through monthly meetings, and all interested GAB faculty and day care providers through four workshops, in order to develop a whole school literacy program.
   • Involve School psychology students in the program by providing them with experience with parents, children, and other professionals.
   • Have professors in literacy and math from UNC teach undergraduate courses on site.
2. Forest View Elementary
   • Deliver in August a PDS orientation for new faculty and student teachers.
   • Hold two open school nights for parents and community members designed to promote the concept of a caring community.
   • Create an advisory board to help in connecting the school to the Durham services for families.
   • Offer in-service training to all staff regarding the development of family outreach plans.
   • Increase the number of families participating in parent education workshops.
   • Expand the number of study groups to include groups such as supervisors of student teachers, mentors, K-2 literacy faculty, K-2 math faculty
   • Continue to develop Story Walls in each community and/or classroom.
   • Establish a centralized Memory Board for each community.
3. Orange High School
   • Research and implement successful and effective teaching strategies in secondary classrooms. Study teams will initiate research topics such as authentic assessment, technology for learning disabled, and English as a second language.
   • Create a teacher performance support network. Orange High School intends to become the first professional development school in the nation to develop a vast intranet/internet repository of on-line staff development to support teacher skills.
   • Analyze and disseminate the 1997 graduate survey results to instructional teams.
   • Build a working relationship with LEARN NC to assist in the collection and dissemination of lesson plans.
4. McDougall Middle School
   • Increase the number of and broaden the base of graduate students involved with the work of the specific groups.
   • Continue to improve the communication between the McDougall and UNC .
   • Find ways to continue collaborative efforts with Learn NC.
   • Help McDougall faculty with getting published, or grant-writing as requested by specific CIPs.
   • Continue to create a portfolio documenting the ways in which the work of the CIPs links to the McDougall Belief Statements and the underlying middle grades education philosophy.
5. Chatham County Schools
   
   Professional Development School Project for Children at Risk, Educational Case Management Objectives for 1997-98
   • Further develop a training module and guidelines for future interns/externs.
   • Enhance the educational case management model by better integration of support services.
   • Develop a model for addressing the social/emotional development of selected ITS students in collaboration with their ITS teacher, classroom teacher, family, and other educators.
   • Address issues of better communication and collaboration with families and community agencies.
   • Revise the evaluation instrument for interns/externs based on the current evaluation for teachers and support personnel.
   Administrative Forum, a learning community for administrators to share ideas Objectives for 1997-98
   • The project will conduct a minimum of six forums, four for principals and two for all administrators.
   • The Forum will examine student performance data on programs designed especially for children who are at risk. The Administrators Forum will identify selected federal state and local policies that have implications for children. The Forum will examine the extent to which selected policies influence building level operations. The Forum will identify best practices for implementing selected policies.

Consistent with the Guiding Principles that undergird this statewide initiative, we hope to achieve three goals by creating a network of University-School Teacher Education Partnerships at UNC Charlotte.

1. Increase the degree of integration and alignment that currently exists between professional education programs at UNC Charlotte and public schools in the University's service region.
2. Encourage, stimulate, and support as much shared responsibility as we can with our public school colleagues to ensure that UNC Charlotte offers exemplary educational programs for both current and career school professionals.
3. Work with our public school colleagues to enhance curriculum and instruction in both settings, improve preservice, induction, and continuing professional development opportunities for all involved, and conduct and share continuing research on teaching and learning.

1. Enhance current preservice teacher education programs.
   • Increase quality and coordination in pre-student teaching clinical experiences.
   • Increase the number of preservice courses taught in schools and the number of full-time faculty regularly involved in supervising student teachers.
   • Involve as many preservice students as possible in year-long culminating internships that link them with their cooperating teachers early in their senior year for one semester of clinical experiences and a second semester of student teaching.
   • Strengthen all aspects of our work with cooperating teachers, including their selection, training, recognition, opportunities for professional development, payment, and formal connections to the University.
2. Work with teachers and administrators in Partnership schools to enhance current induction programs for new teachers and continuing professional development programs for career teachers, e.g., mentor training, collaborative work with new teachers, content-specific seminars and symposia, graduate courses taught on site, help with preparation for National Board Certification, etc.
3. Continue to work with teachers and administrators in Partnership schools as they design and implement specific curriculum and school programs e.g., the Boyer Basic School Curriculum, the Comer School Development Model, Total Quality Education, information technology, middle grades education, etc.
4. Organize and support collaborative research on teaching and learning among University and Partnership school professionals, e.g., teaching portfolios, action research projects, Master's degree projects and theses, on-going research colloquia across Partnership schools, etc.

1. Facilitate and enhance collaboration among all partners.
   1. Establish a collaborative governance structure that is representative of all constituent groups in the Partnership.
      
      Indicators and Measures:
      • Membership list
      • Minutes from meetings
      • New plan of governance document
      
      
   2. Establish a network of comprehensive professional development schools.
      
      Indicators and Measures:
      • Sets of written partnership agreements delineating roles and responsibilities.
      • Log books of activities
      • Names of liaison personnel at each partnership school
      • Surveys and focus group results from each cluster
      
      
   3. Develop a series of "connecting conversations."
      
      Indicators and Measures:
      • Calendar of meetings
      • Participant lists
      • Listserv is operational
   
   
2. Enhance professional development for preservice, inservice, and university educators.
   1. Initiate a series of workshops and conferences designed to enhance the professional development of participants.
      
      Indicators and Measures:
      • Conference programs and agendas
      • Session descriptions
      • Lists of participants
      • Travel plans and report-back agreements
      
      
   2. Create professional development networks.
      
      Indicators and Measures:
      • Project-specific budgets indicating joint contributions of individual partners
      • Membership lists from activities reflecting involvement of people from all constituency groups
      • Invitation lists reflecting attempt to encourage participation by individuals from all constituency groups
   
   
3. Enhance implementation of best practices in content and pedagogy in the classrooms of partner schools and universities.
   1. Identify sets of "best practices" in teacher education and development.
      
      Indicators and Measures:
      • Establish a data base of "best practices" validated by evidence that relates to student outcomes
      • Prepared research papers and conference presentations
      • Records of conversations and other efforts to link PDS practices and student outcomes
      
      
   2. Identify sets of "best practices" in improved classroom instruction and assessment of student learning.
      
      Indicators and Measures:
      • Establish a data base of "best practices" validated by evidence that relates to student outcomes
      • Prepared research papers and conference presentations
      • Records of conversations and other efforts to link PDS practices and student outcomes
      
      
   3. Identify sets of best practicesÓ in collaborative supervision.
      
      Indicators and Measures:
      • Establish a data base of "best practices" validated by evidence that relates to student outcomes
      • Prepared research papers and conference presentations
      • Records of conversations and other efforts to link PDS practices and student outcomes
      
      
   4. Identify sets of "best practices" in teaching to diversity.
      
      Indicators and Measures:
      • Establish a data base of "best practices" validated by evidence that relates to student outcomes
      • Prepared research papers and conference presentations
      • Records of conversations and other efforts to link PDS practices and student outcomes
      
      
   5. Identify sets of "best practices" in integrating technology.
      
      Indicators and Measures:
      • Establish a data base of "best practices" validated by evidence that relates to student outcomes
      • Prepared research papers and conference presentations
      • Records of conversations and other efforts to link PDS practices and student outcomes

During the 1995-96 and 1996-97 academic years, our efforts focused on designing and piloting an enhanced clinical experience for elementary education majors with selected partnership schools. Based on the lessons learned from this experience and in line with the goals and activities articulated in our University-Schools Teacher Education Partnership Workplan, during the 1997-98 academic year our efforts will focus on: formalizing partnership agreements with area school systems; expanding the program to incorporate a year-long internship and include our B-K, 6-9, 9-12, and K-12 specialty areas; identifying and implementing activities that support the induction of beginning teachers, encourage the continued professional development of career teachers, provide opportunities for university faculty to be authentically involved in the public schools, and allow for the study of areas of mutual interest through collaborative research activities; and assessing the effectiveness/impact of the program. The specific outcomes we envision for the 1997-98 academic year follow.

1. Formalizing Partnership Agreements
   1. Formal, written partnership agreements will be articulated and signed by the appropriate representatives of the University and school systems involved. The agreements will detail:
      • The roles and responsibilities of all involved in the partnership
      • A formal governance structure, including membership, terms of appointment, and meeting schedule
      • The criteria for site and teacher selection, including means of ensuring diversity
      • Specific placement procedures
   2. A partnership program handbook will be prepared. The handbook will include:
      • Descriptions of desired internship experiences
      • The responsibilities/expectations of clinical teachers, university faculty, and student interns
      • Revised protocols for the observation and evaluation of the student intern which reflect the conceptual framework of our teacher education program and the training received by he clinical teachers
2. Expanding the Program
   1. The specific activities to be completed during the year-long internship will be identified. In doing so, consideration will be given to:
      • Ensuring that the activities enhance, rather than disrupt, the integrity and quality of education provided the public school students
      • Accountability issues such as End of Grade and End of Course testing;
      • Contextual issues such as "block" scheduling and AP courses
      • Ensuring that the activities optimize the opportunity for preservice teachers to reflect on the "theory/practice" connection
      • Ensuring that the activities are coherent, organized, and developmental in nature
      A "transitional" version of the internship will be articulated for students who have attained junior class status.
   2. Realignments in University course scheduling (e.g., certain courses will need to be taken concurrently, the time of offering of courses will need to adjusted to provide students extended time in the schools, etc.) needed to accommodate the year-long internship requirement within the 128-semester hour program limit of each specialty area will be identified.
      • Timelines to implement the needed realignments will be established.
      • Needed realignments will be implemented as scheduled.
   3. Teacher Education handbooks will be revised to include the year-long internship requirement and current students will be advised of the requirement.
      • Elementary education majors will begin a transitional version of the year-long internship not later than the Spring 1998 Semester.
      • All other majors will begin a transitional version of the year-long internship not later than the Fall 1998 Semester.
   4. Additional university faculty and "clinical" teachers will be trained in the cognitive coaching model piloted during the 1995-96 and 1996-97 academic years.
      • University faculty who teach specialty area methods courses and supervise student interns will be appropriately trained in the cognitive coaching model.
      • At least thirty-six new "clinical" teachers will be identified and invited to complete the two course training sequence.
   5. Additional sources of support for the program will be explored. These may include business partners and grant opportunities.
3. Identifying and Implementing Activities
   1. A "Teacher-in-Residence" Program will be designed and a "teacher-in-residence" selected for the 1998-99 academic year. As envisioned, the "teacher-in-residence" will be expected to teach courses in his/her area of expertise, supervise clinical experiences, and participate in activities of the Teacher Education Program. The position will be a one year, non-tenure track appointment, with the teacher on leave from the local education agency and compensation made to the local education agency rather than the individual. Qualifications will include at least a master's degree in the specialization area, recognition as an outstanding teacher, ability to integrate clinical practice with teaching content, and support from the local education agency.
   2. Current partnership schools will be asked to work with university faculty to identify and implement a school-based collaborative research activity to be completed during the 1997-98 academic year.
   3. At least one partnership-wide activity to support the induction of beginning teachers will be implemented during the 1997-98 year.
   4. At least one partnership-wide activity to support the continued professional development of career teachers will be implemented during the 1997-98 year. This may focus on national board certification and/or technology training.
   5. Partnership teachers will be invited to participate in the evaluation of the technology portfolios being developed by preservice teachers.
4. Assessing the Effectiveness/Impact of the Program
   1. Focus groups of partnership school teachers and administrators will be convened to solicit feedback on the clinical teacher training component, the impact of the program on the quality of education provided public school students, and the activities identified to support beginning teachers, provide continued professional development opportunities for career teachers, and authentically involve university faculty in the schools.
   2. Focus groups of teacher education majors who have participated in the program will be convened to solicit feedback on the internship experience.
   3. The employment status and the satisfaction of employers of teacher education majors who have participated in the program will be determined.
   4. Collaborative research activities will documented.
   5. Written evaluations of individual program components will be obtained from participants using a survey instrument developed by the advisory board.
   6. Records of university faculty involvement in the partnership schools will be maintained.
   7. An annual audit report will be prepared and shared with members of the advisory board, officials of the partnership agencies, UNC-GA, and any other interested parties.

1. Improve the quality of teacher and administrator preparation programs through rigorous entry and program standards and a relevant array of "real world" application experiences.
   • Refine interview and screening processes for academic and other teaching and administration related attitudes, values and skills.
   • Complete comparative analysis of entrants to successful graduates for five years.
   • Develop talent identification system through PDS in each partnership district for perspective educators.
   • Improve communications and project coordination.
   • Invite undergraduate program review by National Board Certified teachers to identify strengths and weaknesses.
   • Conduct outside evaluation assessment of field component of program to ensure link to theoretical frameworks.
   • Implement annual evaluations of student performance by specialty area to identify student strengths and weakness early in process.
   • Prepare an exit sample by specialty area of students' perceptions of readiness to compliment other data.
   • Disclose data collected from partnership teachers, interns and university supervisors to specialty areas.
   • Create contracted roles for all partnership teachers and site coordinators.
   • Refine and clarify all performance evaluation instruments for field experiences used by partnership teachers, university supervisors, interns and others.
   • Complete data links for continuous communications with each school.
2. Create more powerful and effective models to strengthen the professions of teaching and school leadership from the initial stages of preparation through the socialization, induction and continuous renewal of educators.
   • Develop a graphic representation of the multi-staged model and include in all orientations (from initial preparation through continuous renewal).
   • Develop a module for inclusion in the MSA Essential Management Skills course focusing on the stages of professional development and the role of the principal.
   • Partnership schools will develop and include materials developed in the previous strategies in all faculty orientations.
   • Develop guiding principles for education, socialization and continuous renewal.
3. Close the gap between theory and practice by ensuring that each is responsive to the other and by widely disseminating knowledge about best teaching and administrative practices.
   • Each PDS school will develop a School Improvement action research component as part of its plan.
   • Interns will serve on School Improvement Teams and will participate in short-term analysis efforts as appropriate.
4. Redefine and clarify the professional roles of teachers and administrators consistent with the needs and demands of the 21st Century.
   • In consent with the Work Force Preparedness Initiative, the PDS will review and amend preparation goals to reflect critical needs.
   • The Instructional Technology Council in the Watson School of Education will conduct a program review to determine effectiveness of overall four part Technology Plan.
   • Recruitment, induction and socialization and continuous training materials will be prepared in each PDS school to reflect new roles.
   • School Improvement Plans will incorporate language of school action plans from PDS and school level strategies consistent with goals and beliefs.
   • RPT and merit reviews will place continuing emphasis upon effective teaching using espoused models, field work and applied research.
5. Improve K-12 schools through better prepared educators and school cultures focused on learning outcomes. Produce measurable improvements in classroom learning for all students at all levels through collaboration which combines, focuses and utilizes the collective talents, knowledge, energies and resources of the partners.
   • Formalize training role of PDS Centers and include materials on school culture, climate and norms in induction of all personnel.
   • Assess intern, faculty, teacher, administrator understanding and perceptions of structure and processes.
   • Conduct school level observations and analysis using Judith Warren Little's indicators of "professional patterns of interactions."
   • Continue school and university team development efforts through group embedded leadership training.
   • Draft a model to be piloted by Masters in School Administration interns, looking at student outcomes related to PDS training and preparation.
   • Link School Improvement Plans with teacher renewal and intern preparation focusing on student outcomes.

1. Employ a full-time coordinator of the Partnerships.
2. Improve the quality of the field experience component for all pre-interns and interns.
3. Place cohorts of interns in at least five of the nine Partnership schools.
4. Award action research grants to public school teachers.
5. Hold meetings of New Teacher Support Groups and Intern Support Groups.
6. Conduct a needs assessment at each of the partnership schools to identify specific professional development interests and provide professional development activities for public school teachers and university faculty members.
7. Employ public school teachers as clinical faculty members to team teach college courses with WCU faculty members.
8. Involve at least one community college in the Partnerships (e.g. , hold advising sessions on the community college campus to inform students about requirements of the WCU teacher education programs; team teach the first professional education course that students are required to take in the program with a community college faculty member).
9. Form the Advisory Committee and the Executive Council of the Partnerships and hold meetings to review and evaluate the Partnerships.
10. Establish a Partnership Homepage.
11. Award a technology enhancement grant to each Partnership School.
12. Award instructional grants to cooperating teachers.
13. Employ an external evaluator to evaluate the Partnership program.
14. Prepare an annual report on the Partnerships.

1. Recruitment
   • Recruit eight clinical teachers who will mentor two students to become prospective teachers from the eight high schools in Winston-Salem/Forsyth County Schools (WS/FCS).
   • Recruit a total of 16 ninth graders to become prospective teachers.
   • Design a summer camp to be offered Summer 1999 for the participants.
   • Explore scholarship opportunities for students who are being recruited.
   • Recruit and select one minority paraprofessional from each school in the district to be mentored to complete certification for a total of 58 prospective teachers.
   • Provide seminars and support for teaching assistants that will enable them to find financial aid, prepare for PRAXIS I, and enroll at the university.
   • Identify Mentors at the high schools and at the university.
2. Initial Preparation
   • Increase field experiences in the schools for all students. Place all freshmen in organized field experiences that provide opportunities to get acquainted with the expectations of the profession. Provide organized field experiences for all sophomores that are structured for the observation components of the program. Place all students who have been admitted to the teacher education program in cohort groups to participate in Level I, II, and III field experiences. (All students who have been admitted to teacher education will be placed in a specific school to complete a fill year. This experience will include student teaching.)
   • Offer the capstone method course at a school site. Use clinical teachers as lead instructors.
   • Assign clinical teachers to supervise field experiences and to assist with instruction and demonstration lessons in methods classes.
   • Establish an Advisory Committee for the Partnership CELL+
   • Provide preparation for PRAXIS with the goal of having an 80% passing rate on PRAXIS I, II, and Professional Knowledge (Principles of Learning and Theory).
3. Induction
   • In collaboration with the school district, provide an orientation for first year teachers.
   • Develop a Resource Directory for first year teachers which lists and describes the resources that are available to them.
   • In collaboration with WS/FCS, provide a workshop for principals to discuss the needs, placement, and support required for beginning teachers.
   • In collaboration with WS/FCS, conduct an assessment of the needs of first year teachers. Address those needs in workshops that are developed collaboratively with the school district. Conduct two workshops.
4. Continuing Professional Development
   • Plan the master degree elementary education in collaboration with school districts, including Forsyth, Iredell, Stokes, Surry, Yadkin, and Rockingham.
   • Develop plans for professional development center in collaboration with other universities at a school site selected by WS/FCS.
   • Plan and offer at least two workshops for teachers in the areas of technology, diversity, interagency collaboration, and work with parents. Offer these workshops at two PDS school sites.

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