extending university-urban school partnerships: the memphis striving readers project richard potts,...
Post on 28-Dec-2015
217 Views
Preview:
TRANSCRIPT
Extending University-Urban School Partnerships: The Memphis Striving
Readers Project
Richard Potts, Memphis City Schools
Elizabeth Heeren, Memphis City Schools
Regina Washington, Memphis City Schools
AERA Conference, March 27, 2008
Motivation behind MSRP
• Memphis is among the least-educated cities in the US– 24.3% of adults has less than a HS education
– 36.7% have HS diploma or equivalent
– 30.5% has Assoc. or some college
– 8.5% has at least a BA
• MCS is 21st largest K12 district in US >116,000 students– Over 95% of MCS’ 196 schools are Title I schools
– 71% of MCS students qualify for free/reduced price lunch
– MCS students are 87% AA; 9% White; 4% “other”
– In 85% of MCS schools, 33% of students change schools during yr
– 71% of
Overall MSRP Goals
To determine:
1. The effects of MCLA on core subject teachers’ knowledge and use of SBRR
2. The separate and combined effects of MCLA and Read 180 on students’ reading achievement levels, especially students who are identified as struggling readers
3. The separate and combined effects of MCLA and Read 180 on students’ achievement in core subjects, especially students who are identified as struggling readers
Overall MSRP Goals
To determine:
1. The effects of MCLA on core subject teachers’ knowledge and use of SBRR
2. The separate and combined effects of MCLA and Read 180 on students’ reading achievement levels, especially students who are identified as struggling readers
3. The separate and combined effects of MCLA and Read 180 on students’ achievement in core subjects, especially students who are identified as struggling readers
Overall MSRP Goals
To determine:
1. The effects of MCLA on core subject teachers’ knowledge and use of SBRR
2. The separate and combined effects of MCLA and Read 180 on students’ reading achievement levels, especially students who are identified as struggling readers
3. The separate and combined effects of MCLA and Read 180 on students’ achievement in core subjects, especially students who are identified as struggling readers
NSDC recommendations for policymakers
1. Ensure that professional development focuses on the subject matter teachers will be teaching.
2. Align teachers’ learning experiences with their real work experiences, using actual curriculum materials and assessments.
3. Provide adequate time for professional development and ensure that there are extended opportunities to learn emphasizing and analyzing students’ understanding of the subject matter.
4. Ensure that school districts have reliable systems for evaluating the impact of professional development on teacher practice and student learning.
Donovan & Greenburg, 2003• Launch new partnerships strategically.• Reconfigure existing partnerships thoughtfully.• Respect and encourage different kinds of leadership.• Carefully attend to the team leader’s role.• Institutionalize partnership work and roles early in the process.• Sustain the collaborative process through democratic conversations.• Engage partners through clearly defined and agreed-upon roles.• Determine institutional rewards for partnering.• Anticipate the likely challenges of partnership building.• Share data and use it strategically.• Build a culture of self-reflection and maximize opportunities for shared
learning.• Promote collaboration through funding.• Use partnerships to shape and implement policy.
Relevant Research Base
InstitutionalCommitments
Situational Context
Personal Attributes & Beliefs
Heuristic for School District – University Partnerships
Relevant Research
Base
Share data and use it strategically
•RBS provides external data
•Coaches and instructors participate in interviews
•Revised math sessions of MCLA
Institutional Commitments
Build a culture of self-reflection and maximize opportunities for
shared learning
•Santa Cruz training and CREDE encourage reflection
•Coaches reflect on their roles and present about their experiences
•PI’s meet regularly with district staff
Personal Attributes & Beliefs
Respect and encourage different types of leadership
•Visionary leaders and “on the ground” implementation
•Coaches encouraged to take on leadership roles
•Principals’ Fellowship creates site leaders
top related