UW System Board of Regents PK-16 Resolution
Campus Response
Please respond electronically on or before April 26, 2002
Campus___________________________________
Response completed by______________________________________(
)____________
Name
e-mail address area code phone
Resolution
That the Board of Regents adopts the PK-16 Principles directing each UW System Chancellor to work collaboratively with PK-12 and other postsecondary education leaders to develop a well-articulated plan for achieving local quality PK-16 education; and to report plans, initiatives and achievements to the Board in June 2002.
Intended Outcomes
v To document the current status of collaborative efforts across system that are consistent with the June 2001 resolution;
v To identify the issues that serve to promote and/or inhibit the formation and sustaining of collaborative efforts; and
v To promote collaboration and quality PK-16 education by understanding the factors that impact the various systems involved.
Note: Response selections from sections I-III will be summarized without individual campus identification. Examples illustrative of “best practices” will have campus affiliation identified.
Campus Response
Section I Collaboration and Partnerships
From the statements below, select one that best describes the efforts on your campus. The statements are written to reflect levels of collaboration across a continuum, with statement #1 reflecting the most involved, complex and well planned levels of collaboration and statement #4 reflecting limited involvement, complexity and/or planning.
q 1) Personnel on our campus, including representatives from education and letters and sciences are engaged in collaborative efforts with local/regional PK-12 districts and other post-secondary institutions and have developed a well-articulated plan for local/regional quality PK-16 education.
q 2) Personnel on our campus, mainly representatives from education, are engaged in collaborative efforts with local/regional PK-12 districts and other post-secondary institutions and have developed a well articulated plan for local/regional quality PK-16 education.
q 3) Personnel on our campus, including representatives in education and/or letters and sciences, are engaged in collaborative activities with local/regional PK-12 districts, however, there is little involvement by other postsecondary institutions and/or we do not have a well-articulated plan for local/regional quality PK-16 education.
q 4) Personnel on our campus, including representatives in education and/or letters and sciences, are engaged in collaborative activities with local/regional PK-12 districts and/or other postsecondary institutions, however engagement exists on a individual by individual basis and/or does not include a well articulated plan for PK-16 education.
Provide a summary of one initiative that best illustrates the nature of the collaborative efforts most consistent with the statement you selected. In your summary, please address the following:
1. how long initiative has been in operation
2. intended or actual outcomes and how outcomes measured
3. identify personnel leading these efforts (names and titles of campus, post-secondary and PK-12 leadership).
4. identify and briefly describe the factors that serve to facilitate and/or inhibit your progress
5. please note if your campus is part of a formal local or regional partnership
You may attach additional materials, including relevant websites references, as appropriate.
Section II Teacher Quality
From the statements below, select one that best describes the efforts on your campus. The statements are written to reflect levels of all-university responsibility and action across a continuum, with statement #1 reflecting the highest level of shared responsibility with actual outcomes in program development and statement #4 reflecting minimal shared responsibility and action.
q 1) Ensuring the quality of teacher preparation, induction, mentoring and professional development in concert with DPI rules and school renewal is formally recognized on our campus as an all-university responsibility (including faculty from education, letters and science, and other related disciplines) in collaboration with local PK-12 school partners and our teacher preparation programs reflect this shared commitment.
q 2) Ensuring the quality of teacher preparation, induction, mentoring and professional development in concert with DPI rules and school renewal is formally recognized on our campus as an all-university responsibility (including faculty from education, letters and science, and other related disciplines) in collaboration with local PK-12 school partners and faculty and administration have begun to engage in conversations/actions around how to best address this commitment.
q 3) Ensuring the quality of teacher preparation, induction, mentoring and professional development in concert with DPI rules and school renewal has not been formally recognized on our campus as an all-university responsibility (including faculty from education, letters and science, and other related disciplines) in collaboration with local PK-12 school partners, however we do plan to address this issue in the near future.
q 4) Ensuring the quality of teacher preparation, induction, mentoring and professional development in concert with DPI rules and school renewal has not been formally recognized on our campus as an all-university responsibility (including faculty from education, letters and science, and other related disciplines) in collaboration with local PK-12 school partners, and there are no current plans to address this issue in the near future.
If you selected response 1 or 2, provide a summary of one initiative that best illustrates the nature of how you are addressing this shared responsibility. In your summary, identify and describe the factors that serve to facilitate and/or inhibit progress in this area. If you selected response 3 or 4, identify and describe the factors that serve to inhibit your progress in this area. You may attach additional materials, including relevant websites references, as appropriate.
Section III System Factors
From the statements below, select one that best describes the efforts on your campus. The statements are written to reflect levels of policy change, with statement #1 reflecting concrete changes and #4 reflecting no formal action.
q 1) Our campus has taken specific action to ensure that merit and promotion and tenure policies do not impede contributions of faculty involved in research, teaching, and service related to bringing about quality PK-16 educational reform.
q 2) Our campus has formally recognized that there are issues associated with merit and promotion and tenure policies that may impede contributions of faculty involved in research, teaching, and service related to bringing about quality PK-16 educational reform, and have begun to address these issues, although no policy change has taken effect.
q 3) Our campus has formally recognized that there are issues associated with merit and promotion and tenure policies that may impede contributions of faculty involved in research, teaching, and service related to bringing about quality PK-16 educational reform, however we plan to address these issue in the near future.
q 4) Our campus has not taken steps to formally recognized that there are issues associated with merit and promotion and tenure policies that may impede contributions of faculty involved in research, teaching, and service related to bringing about quality PK-16 educational reform.
If you selected statements 1, 2 or 3, provide a summary of actions taken or planned to address the issues associated with merit and promotion and tenure. If you selected statement 4, provide a brief summary of the factors that serve to inhibit your progress in this area. You may attach additional materials, including relevant websites references, as appropriate.
Section IV Other
Please feel free to add additional information that will help achieve the intended outcomes of this survey (e.g., describe intra- and inter-institutional factors that serve to promote collaboration, additional evidence of goal attainment, describe campus decision-making processes that impact efforts of collaboration, etc.).
Thank you for your participation
Please return to ftompkins@uwsa.edu
PK-16 Principles Planning Framework