Self-assessment of a Washington P-12 and Preparation Program Partnership

Criteria Unsuccessful Relationship Basic Relationship Promising Relationship Strong Relationship

Focus on P12 Student Learning

Candidates deliver lessons and implement activities created in preparation program courses with little relationship to assessed student learning or the district goals.

Candidates assess student learning needs prior to designing instruction or projects.

Alignment exists between the candidate’s instructional design during field experiences and the curricular focus of the school.

Candidate and mentor work together to plan, differentiate, assess, and reflect on student learning.

Candidates and faculty are seen as assets to the learning environment and are used effectively.

Candidates, P12 educators, and program faculty learn together by analyzing student work and reflecting on professional practice.

The partners are clear on the role that candidates and program faculty play in the school learning improvement goals.

Field Placements

 

Std 4 Program Design     WAC 181-78A-220(4)


 

Little intentionality or collaboration in placement of interns.

Expectations are nonexistent or unclear with infrequent communications between P12 and program faculty.

Field placements are poorly integrated and often disruptive to school routines.

Interns are intentionally placed with trained mentors who are instructional leaders.

Guidelines for intern expectations are provided and clarified through regular communication.

Partners discuss how to integrate interns into classroom and school routines.

Program and district collaborate on field placements to meet the student learning and strategic planning goals.

The program and district collaborate on design and written articulation of internship expectation, partner roles, and assessment of field placements.

The programs collaborate with one another and with the P12 districts in the region to streamline field placement processes and communications.

Programs and districts coordinate mentor training and support co-teaching to create the highest positive impact and least disruption to student learning.


 Professional Development  
Professional development of program faculty, P12 teachers, and pre-service candidates occurs separately and with little alignment or vision for coordination.

The program provides professional development in-district.

Program faculty participates in P12 partner districts’ professional development.

P12 practitioners hired as adjuncts and faculty.

The district and program engage in dialogue and needs assessment to design and assess professional development offerings.

Partners collaborate to provide retooling for endorsement needs. www.pesb.wa.gov/pesb-programs/scholarships/retooling

Program faculty and pre-service candidates are active participants in professional learning communities with P12 educators.

Faculty model professional growth planning on shared goals as a career-long habit of practice.

 
Strategic Planning
 
Placement of interns and collaboration with programs are seen as distractions to the building’s strategic planning goals.
 
The building’s strategic plan and student learning goals are shared with preparation program partners for consideration of candidate preparation and field placement.

Building/district leadership and program faculty explore a mutually beneficial relationship between organizations for development of a pilot project with assessable benchmarks.

 
P12 educators and program faculty routinely engage in collaborative strategic planning and building of structures that have shown to sustain through changes in significant personnel.

Workforce Development

 

ES2B 6696, 2010 Legislative Session

Programs produce educators with little or no attention to district vision or assessed needs.

Districts struggle to recruit and retain educators to meet student learning needs.

Districts share workforce needs (quality and quantity) with programs.

Districts and programs articulate the problems in current hiring and production practices.

Partners design and assess workforce solutions.

The district and a partner develop a pipeline program (i.e., alternative routes, RWT) to address an assessed recruitment need.

http://pathway.pesb.wa.gov/alternative_routes 

The district and program/s regularly share vision and respond to assessed trends and needs to develop a mutually beneficial workforce strategy.



Inquiry and Dialogue on Best Practices

Preparation programs are seen as out-of-touch with the realities of current practice.

Research and inquiry are seen as the privy of academics. Little or no value for quantitative and/or qualitative research.

Dialogue on data is viewed as a burdensome compliance activity.

P12 educators feel used by researchers who go away after the project or grant run out.

Preparation programs and districts teach inquiry and data analysis skills to their students.

Programs conduct peer reviewed and/or action research on their own practices in preparation.

Organizations understand the need for data sharing and dialogue.

Partners talk frankly about what has worked and what has not in research projects conducted in the field.

Educators recognize and plan for the learning needs of themselves and their organizations in data sharing, analysis, and research.

Programs and partners create opportunities and structures for sharing of data and analysis of results.

P12 educators and program faculty seek insight from one another.

Program faculty, P12 educators, PESB, and other stakeholders regularly engage in dialogue on research, emerging best-practices, and topics for inquiry on student learning, program effectiveness, and policy.

http://data.pesb.wa.gov/research-advisory

Inquiry and the value of research pervade the daily practice of educators in P12, higher education, and in educational policy.

http://www.aimcenterseattle.org/

Suggested Use of the Self-assessment and Planning Tool

The PESB shares this with programs for reflection and planning. It is not an evaluative instrument. Elements are aligned with WA standards and PESB priorities and may therefore help a program to develop in areas identified in Standards 2 and 4. 

The instrument can help programs and districts
    • Highlight descriptors of current practice;
    • Identify needs, data, opportunities and perceived barriers to practice at the next level/s.
    • Identify needs and interests in moving either to the right (increasing capacity) or through attention to an additional element;
    • Use the descriptors as design elements and/or benchmarks for assessing progress.