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Partnerships for Reform: Changing Teacher Preparation through the Title II HEA Partnership Program
- The Evaluation of the Partnership Grants Program
- Framework for the Partnership Grants Program Evaluation
- First-Year Evaluation Activities
- Benchmarks for Progress
- Description of the Partnership Grantees
Evaluation Topic 1: Characteristics of high-quality preservice teacher preparation and changes to the content and structure of the preservice teacher preparation program over the grant period
Finding 1.1: The Professional Development School approach is the most prevalent model selected by the Partnerships to build a high-quality teacher preparation program.
Finding 1.2: Since receiving the Partnership Grant funds, many deans of schools of education report changes in the number of graduates, required courses, and graduation requirements
Finding 1.3: Partnership teacher preparation programs are making some progress in changing their program offerings, in aligning the content with district standards and with partner schools.
Finding 1.4: Some Partnerships are changing the quality of both early field experiences and clinical experience for preservice teachers by creating PDS Partnerships and implementing longer, more academically focused training.
Finding 1.5: Schools of education and arts and sciences are collaborating to build program coherence and expand the accountability for teacher preparation.
Finding 1.6: The vast majority of Partnership projects are fulfilling the goal of developing preservice capacity in technology integration by equipping students with technology skills, upporting teachers in schools with technology and preparing faculty to use technology in their classrooms.
Finding 1.7: Partnerships are implementing more processes for reviewing the quality of student graduates and the quality of the program.
Finding 1.8: Partnership grant funds have been instrumental in reforming program components.
Evaluation Topic 2: Contributions of Partnership grants to schools and school districts, and the roles of schools and districts in preservice teacher preparation
Finding 2.1: Partnerships are influencing the way cooperating teachers from school districts are selected, trained and recognized. More teachers are being included in preparing and assessing preservice teachers.
Finding 2.2: Partnership benefits for school districts address overall staffing needs and the specific needs of new teachers.
Finding 2.3: Participating in the Partnership Grants Program has increased new teacher support provided by districts and IHEs.
Finding 2.4: School districts are more likely to share information about recruitment activities and new teachers who graduate from those institutions with Partner IHEs than with non-Partner IHEs.
Finding 2.5: Districts and faculty report that Partnership activities are resulting in high levels of preparedness of program graduates in a variety of areas.
Finding 2.6: Partnership projects are making it possible for teachers to collaborate on important issues with IHE faculty.
Finding 2.7: Partnership activities involve both district- and school-level personnel.
Finding 2.8: Partnership grant activities enable professional development opportunities for teachers and staff in virtually all partner school districts.
Evaluation Topic 3: The association between collaborative activities among partner institutions of higher education and schools and student achievement outcomes
A Note about Variation
Finding 3.1: Title II and non-Title II schools report approximately the same percentage of students eligible for the free and reduced-price lunch program.
Finding 3.2: Title II and non-Title II schools are reporting similar percentages of minority students in their student bodies.
Finding 3.3: The student achievement scores reported for Title II school partners and non-Title II schools show that student performance in mathematics and reading in both groups of schools is very similar.
Evaluation Topic 4: Organizational changes and relationships among partners within a grant
Finding 4.1: Title II Partnerships are developing structures and incentives within IHEs to enhance communication and collaboration between education and arts and sciences faculty.
Finding 4.2: The requirement of creating an advisory board has facilitated new alignments among institutions, business and nonbusiness partners and schools.
Finding 4.3: When large distances separate key IHE partners, stronger partner arrangements are created on a local level, but collaboration with more distant partners may be hindered.
Finding 4.4: Partnerships are creating new relationships between partner schools, colleges and universities and other partners.
Evaluation Topic 5: Efforts to Institutionalize Partnerships
Finding 5.1: Although many Partnerships are using project directors who are veterans of collaborative projects to reform teacher preparation, most faculty are new to such Partnerships.
Finding 5.2: Faculty report that top university leadership in Partnership IHEs seems to be supportive of teacher preparation as an all-university responsibility
Finding 5.3: Partnership projects have supplemented Partnership funds with money from other sources.
Finding 5.4: Many Partnership activities are likely to continue after the grant ends
Additional Data Collection Activities
Appendix A: Unresolved Issues in the Empirical and Theoretical Research Literature
Appendix B: List of Technical Working Group Members
Appendix C: Selected Characteristics of 1999 Partnership Grantees
Appendix D: Characteristics of Survey Respondents
Appendix E: School District Duplicate Responder Resolution
Appendix F: Documentation of Student Achievement Analyses
Appendix G: Number of Districts and Schools, by Partnership
Exhibit 1: Conceptual Framework for Evaluating the Title II Partnership Grants Program
Exhibit 2: Evaluation Topic(s) Associated with each Data Source
Exhibit 3: Partnership Evaluation Topics, Legislative Goals and Related Features
Exhibit 4: Scope of Partnership Projects
Exhibit 5: Number of People and Institutions Directly and Actively Involved in Partnership Activities and Projects
Exhibit 6: Changes in Teacher Preparation Entrance Requirements
Exhibit 7: Preservice Field Experience Changes Resulting From Partnership Activities
Exhibit 8: Employment Status of Faculty Survey Respondents
Exhibit 9: Faculty Involvement in Collaborative Partnership Activities with Teachers
Exhibit 10: Faculty Members’ Strategies for Teaching with Technology
Exhibit 11: Modes of Assessment: Preparedness of Teacher Education Students Prior to Graduation
Exhibit 12: Aggregate Pass Rate Averages by Partnership, 1999-00
Exhibit 13: Average First-Year Expenditures on Partnership Activities, 1999-00
Exhibit 14: Partnership Changes to Recognition of Cooperating Teachers
Exhibit 15: District Staffing Benefits of Partnership Projects
Exhibit 16: Induction Activities Provided by Partnerships
Exhibit 17: Perceptions of Faculty and School District Respondents Regarding New Teachers’ Preparedness
Exhibit 18: Shared Responsibility for Teacher Preparation Reform: Involvement of District and Faculty Members
Exhibit 19: Percent of School Districts Reporting School Level Personnel Involvement in Collaborative Partnership Activities With Partner Colleges or Universities
Exhibit 20: Number of Districts and Schools by Partnership
Exhibit 21: Baseline Descriptive Characteristics for Title II and Non-Title II Schools, 2000-01
Exhibit 22: Average Percent of Students Eligible for Free or Reduced-Price Lunch in Title II and Non-Title II Schools
Exhibit 23: Average Percent Minority Students for Title II and Non-Title II Schools
Exhibit 24: Average Math and Reading Scores for Title II and Non-Title II Schools, 1999–00
Exhibit 25: Sample Advisory Board Members
Exhibit 26: Dean Support before and during Second Year of Partnership Implementation
Exhibit 27: Partnership Reforms and Activities “Very Likely” to Continue
Exhibit E-1: Descriptive Report of Duplicates
Exhibit F-1: Average Percent of Title I Participation among Title II and Non-Title II Schools
Exhibit F-2: Average Enrollment for Title II and Non-Title II Schools