Center for Partnership - Business Plan Partner Districts: ROCORI, Sartell - St. Stephen, Monticello, St. Cloud Area, Holdingford & Sauk Rapids-Rice April 30, 2014 - Draft Table of Contents I. SCSU INSTITUTIONAL COMMITMENT .....................................................................................3 II. COMMITMENT TO STUDENT ACHIEVEMENT ........................................................................5 III. VISION & MISSION ...................................................................................................................7 IV. SERVICES...................................................................................................................................8 V. REGIONAL IMPACT .............................................................................................................. 12 VI. ORGANIZATIONAL STRUCTURE .......................................................................................... 15 VII. BUDGET .................................................................................................................................. 18 VIII. SUCCESS METRICS ................................................................................................................ 21 IX. TIMELINE ................................................................................................................................. 22 2 I. SCSU Institutional Commitment The Teacher Preparation Initiative (TPI) has focused on creating rich partnerships across the University and with our P-12 partners to improve the effectiveness of our teacher graduates and improve P-12 student achievement. The funding from the Bush Foundation provided the resources to support the development of the infrastructure for innovation and the transition work necessary to move toward a re-envisioned teacher education program. Much of this work has focused on identifying new strategies and resources needed for recruitment, preparation, employment and postgraduation support of our teacher candidates. In addition, this partnership with P-12 school districts has allowed us to think collaboratively about our roles and responsibilities in P-16 education. The Center for Partnership provides the structure and resources for institutionalizing the initial innovation, and for building the foundation for a stronger bridge between P-12 and SCSU for students, teachers, and faculty. University Reorganization - Institutional Context As part of the University Reorganization in 2010, the School of Education was developed to focus more specifically on teacher education. “A more focused School of Education will provide a rich environment for expanding our reputation as a leader in teacher preparation and educational administration. The framework is a transitional structure that will be more fully developed through out work on the Teacher Preparation Initiative.” In addition, the organizational structure included an Institute for Educational Research and Secondary Education. While the content of the Institute was not defined, the Center for Partnership will meet the goals that were set for the Centers and Institutes: Institutes and Centers: The operational frame for institutes and centers has yet to be finalized but in general terms, institutes have an institutionwide importance or focus and centers serve a single college or set of colleges. Both entities serve research, coordination, and outreach functions. The institutes and centers identified are organized to further our strategic pillars of global and cultural competence, sustainability, civic engagement and experiential learning. Institutes and centers would be led by a director or coordinator, depending on their size and scale of operation. It is expected that institutes would have some revenue-generating activity. As currently conceived the proposed centers do not contain degree programs but could potentially house degree programs in the future. Charting the Future In the Charting the Future for a Prosperous Minnesota report from Chancellor Rosenstone, there were 6 major recommendations for maximizing our collaborations and increasing access, affordability and excellence for our students. The Partnership Center will provide opportunities for SCSU to meet several of these recommendations: Dramatically increase the success of all learners, especially those in diverse populations traditionally underserved by higher education. Expand the innovative use of technology to deliver high quality online courses, strengthen classroom instruction and student services, and provide individualized learning and advising. Work together under new models to be the preferred provider of comprehensive workplace solutions through programs and services that build employee skills and solve real-world problems for communities and businesses across the state 3 Specifically, services through the Center for Partnership will: The Center will focus on accelerating the effectiveness of our candidates during the first three years of their teaching career to better support the achievement of all students Deepen partnerships with secondary schools and ABE (adult basic education) to enhance student readiness for college-level work and accelerate degree completion. Accelerate development of partnerships with secondary schools to provide opportunities for college-ready students to take college-level courses tuition free while in high school, making higher education more affordable. Foster connections with the community to support teacher education as a regional priority for improving P-12 student achievement and college and work-readiness Resources The Partnership Center will provide opportunities for maximizing our existing resources, both at the University and in the P-12 partner districts. The collaborations and resource sharing that have been developed and supported by TPI across the partnership will be sustained in the Center. The work that has been happening in isolation between SCSU faculty and P-12 teachers will be better coordinated, organized and recognized. Finally, infrastructure that exists for curriculum and technology support and integration, such as the Curriculum Technology Center, will be utilized and expanded to meet the needs of all stakeholders more effectively. 4 II. Commitment to Student Achievement The Value of a Collaborative Professional Development and Teaching Resource Center Student learning—or more specifically, how to improve, measure, and ensure student learning; is a point of continual focus in the debate over educational reform in the United States of America. Education’s constituents, including educators themselves, as well as students, taxpayers, parents, legislators and business leaders, demand that schools at all levels educate their students better. At the same time as emphasis is placed on student learning, America’s educators face greater pressures to perform “under a microscope” with their efforts monitored, scrutinized and evaluated—often in a critical or negative fashion. New, and experienced, teachers face greater and greater demands to meet higher levels of performance expectations with tighter and tighter resources. Under increasingly difficult individual circumstances, more and more educators find themselves leaving the field of education. Ellen Moir, of the New Teacher Center at the University of California, Santa Cruz, explains that “current national retention data estimate the new teacher attrition rate at nearly 40 percent after four years.” Many of the teachers who leave the profession feel isolated, overwhelmed and unsupported. As student learning, growth, and development have become a greater priority, pressures on educators continue to climb. In response to both conditions, institutions of education are choosing to collaborate more fully in order to strengthen the skills, support, connections, and resources of those responsible for educating students. In Central Minnesota, the partner members of the Teacher Preparation Initiative based at St. Cloud State University envision a collaborative setting between P-12 school districts and institutions of higher education. This collaborative effort is desired to create and sustain a “Center for Partnership” on the campus of St. Cloud State University. This center is expected to enhance professional development across all levels of education and serve as a teaching resource center for its participants. This center would build an ongoing partnership between the research on best practice done at SCSU and those implementing those best practices in the classroom setting. The Center for Partnership would provide: • Support for new teachers. The center could provide ongoing training for SCSU and P-12 to fulfill this requirement. Comprehensive induction programs would provide ongoing training to new teachers through the first three years in the classroom. This center would build on the skills and knowledge gained in their undergraduate programming and provides further training in best practices in the classroom. • Staff Development opportunities for individual districts or a group of districts in the Central Minnesota area that would, based on current research, train new and veteran teachers in current trends and best practice in the classroom. • Opportunities for collaborative research between the post-secondary setting and the Pre K-12 setting through a partnership aimed at improving the academic achievement of students. 5 • A Curriculum Development Center that brings together professors, who are experts in their field, with classroom teachers and teacher candidates to develop curriculum models that meet the needs of students, the Pre K-12 setting, and the post-secondary setting. This Center would provide the member districts a place where they could easily access the most current research in any given field and work with experts on how to best implement this new knowledge in their classrooms to meet the need of increasing academic achievement. • Support for the SCSU co-teaching model by providing training and support to the teacher candidate and the supervising teacher. Co-teaching could also be expanded to include collaboration between General Education, Special Education, and English Learner Teachers. In addition, coteaching between new and veteran teachers and between SCSU Faculty and P-12 teachers is envisioned as a means of reducing issues of isolation and other academic pressures. The Center for Partnership would allow for the creation of proven models that can facilitate alignment with teaching and curriculum expectations, connecting the Pre K-12 setting with the post-secondary setting. The result would be reduced need for remediation for struggling post-secondary students, increased college success rates, faster degree attainment, and proven teaching practices across the continuum. At the university level, Constance Ewing and Mary Deane Sorcinelli wrote in an article in the Chronicle of Higher Education, that teaching centers occupy a unique place because of their mandate to address the needs and interests of the entire academic community in support of the education of students. An effective, broader-based teaching center built on relationships across educational institutions can play a key role in creating an educational culture that values and rewards teaching. A professional development and teaching resource center can be entrepreneurial in nature. Such a center can coordinate involvement in student learning projects at all levels as well as build relationships between the institutions and foundations, associations, and federal agencies. Teaching centers, in general, facilitate networking, connecting instructors with common interests across disciplines. A center does not provide all the answers; rather, it serves as a convener to foster collegial dialogue and to showcase educators’ expertise in teaching. A P-12/Higher Education professional development and teaching resource center could, in fact, facilitate greater and broader interaction across all educational institutions. One of the benefits of post-secondary teacher centers, according to Ewing and Sorcinelli, has been described as “getting to know other faculty members and sharing ideas about teaching.” Across an even broader range of institutions, the impact is expected to be even stronger. 6 III. Vision & Mission Vision: The Center will focus on leading and supporting innovation and cutting edge practice in P-16 teacher education professional learning and support. The Center will strive to support sustainability within P-12 districts and SCSU by developing expertise and building up resources that can be shared, disseminated and sustained across the partnership. Mission: The Center for Partnership will maximize teacher effectiveness and increase student achievement through a strong partnership between Saint Cloud State University (SCSU) and P-12 school districts. This Center will support best practice, involving both researchers and practitioners. The Center for Partnership will provide support for new teachers including a research-based induction program, as well as opportunities for professional learning and collaborative research between SCSU and P-12 faculty and staff. Objectives: The Center for Partnership will serve SCSU students, graduates, and the P-16 professional teaching community of Central Minnesota. This Center will build an ongoing partnership between the research on best practice done at SCSU and those implementing those best practices in the classroom setting. The Center for Partnership will provide the structure for P-16 faculty, staff and administration to work together to do the following: Support for New Teachers. The Center for Partnership will provide ongoing professional learning around components of comprehensive induction programs that provide support to new teachers through the first three years in the classroom. This Center will provide resources that build on the skills and knowledge gained in their undergraduate programs and provides further support in content and best practices in the classroom. Professional Learning Opportunities and Collaboration. P-16 faculty, staff, administration and teacher candidates will be engaged in opportunities to collaborate and increase their own knowledge and skills in current research supported approaches to instruction as well as best practice in the classroom that meets the needs of P-16 students. This Center will provide the partners a place where they can easily access the most current research in any given field and work with experts on how to best implement this new knowledge in their classrooms to meet the need of increasing academic achievement. A major component of this Center will be the creation of a Teacher Resource Center and Curriculum Library. Collaborative Research. The Center will facilitate opportunities for SCSU and P-12 faculty, staff and administration to engage in collaborative research targeted at improving the preparation of teacher candidates and ultimately the academic achievement of P-12 students. The Partnership Center will facilitate the creation of proven models that create alignment with teaching and curriculum expectations, and research needs, connecting the P-12 setting with the post-secondary setting. The anticipated result will be a reduced need for remediation for struggling post-secondary students, increased college success rates, faster degree attainment, and proven teaching practices across the continuum. 7 IV. Services The Center for Partnership offers multiple services for both educators and students. Professional Learning is a need for all P-16 educators, it is critical in helping educators keep up-to-date in their field and in innovative teaching and learning strategies. Existing content expertise will be utilized and shared across the partnership, and resources will be provided to develop expertise in areas of need. Common professional learning among P-16 educators will be practiced to develop a community of learners with shared responsibility for the P-16 students and the preparation and support of educators. Planned services include: Induction Professional Collaboration Research & Assessment (pupil performance) Teacher Resource Center & Curriculum Library Teacher and/or Faculty on Special Assignment (TOSA/FOSA) Overview The plan is to develop services using a phased approach. In the first phase the Center will focus on induction and new teacher workshops, professional learning opportunities and research opportunities between SCSU and P-12 educators. Participants will be able to earn Continuing Education Credits as appropriate. The second phase will incorporate additional models for sharing resources across districts, additional workshops, a seminar series and expanding to serve the needs of other districts in Central Minnesota. The following stakeholders in P-16 education will benefit from the services provided by this Center: SCSU: Faculty; both in the Teacher Education Unit and across the institution Graduate students Undergraduate students P-12: Community Members Students New Teachers Veteran Teachers Administrators 8 Induction: Year I – Continued Deployment (2014/2015) 4 New Teacher Workshops Instructional Coaching Workshops Co-teaching Lesson study Professional Learning Communities focused on Induction Use of technology to support new teachers in partner districts and SCSU graduates across the world Identify the role of the Center for Partnership in preparation of teacher candidates Induction is a comprehensive, coherent, and multi-year professional learning process consisting of a carefully crafted array of people and activities designed to support new teachers to accelerate their effectiveness, acculturate them to the goals and vision of their school district, and importantly to retain them in the profession. The goal of induction is to provide new teachers with support around effective teaching strategies and techniques that will improve student learning, growth, retention and achievement. The research on teacher effectiveness recommends that school districts include all of the following components as part of their induction programs: a focus on student learning, a clearly articulated vision for their Induction program, institutional commitment and support, professional development for all stakeholders, teacher assessment system, instructional coaching and proximity mentoring, and program assessment and evaluation. The Partnership Center will provide support and leadership to develop the following approaches and strategies for supporting new teachers, and creating the processes and structures necessary at SCSU and within districts to provide induction support for SCSU and partner district new teachers. Research & Assessment: Year I – Continued Deployment (2014/2015) St. Cloud State University and the P-12 districts will work collaboratively to conduct research projects and build assessment practices around programs both in school districts and at St. Cloud State University. The learnings/results achieved regarding teacher effectiveness and pupil achievement will be utilized in decision-making around program improvements, development and sustainability of programs and initiatives at SCSU. Increasing pupil achievement and effective approaches for targeting the achievement gap will be a focus of this work at the P-12 level. SCSU Doctoral students will be engaged to provide research assistance to districts. The development of fair and reliable processes for measuring teacher effectiveness to provide needed support will be a significant focus. Resources for districts to develop and support teacher evaluation systems will be provided. Possibilities for grant writing, publications and presentations will be supported. Year II – Expanded Deployment, Evaluation & Program Improvements (2015/2016) Operationalize teacher candidate support Expand Support for all SCSU Graduates and Involvement of SCSU Faculty On-going Operations (2016/2017 & forward) Invite future partner districts to participate Continue evaluation of Teacher Development and Effectiveness Program (TDEP) in districts Establish Assessment goals & priorities Translate into Objectives and develop a multi-year plan Year II – Expanded Deployment (2015/2016) Design & conduct assessments in partner districts Evaluate assessment findings in partner districts Results are utilized in decision-making Provide opportunities and resources for joint research activities Year III – On-going Operations (2016/2017 & forward) Design & conduct new assessments in all partner districts Evaluate assessment findings in all partner districts Results are utilized in decision-making Expand services by inviting non-partner districts to participate 9 Professional Collaboration: The ultimate goal of building a cohesive, engaging teacher education program can only be achieved through P-16 professional collaboration. The Center for Partnership will provide opportunities to engage all P-16 stakeholders in professional learning opportunities that foster collaboration around increasing student achievement, instructional best practices, teacher education and teacher evaluation. These opportunities may include participating in staff development days, developing and sharing lessons and curriculum, utilizing technology for professional learning and networking, collaborating on university and district initiatives, attending and participating in events, and developing professional learning communities. The creation of a Common Professional Development Day will provide opportunities for large-scale professional learning opportunities. Finally, a Seminar Series will provide expert speakers and engaging opportunities for P-16 stakeholders to learn more about cutting edge practices. Year I – Initial Deployment (2014/2015) Teacher Resource Center & Curriculum Library: Year I – Planning (2014/2015) The Center for Partnership would provide the infrastructure that brings together professors with classroom teachers and teacher candidates to develop curriculum models that meet the needs of P-16 students. This Center would provide the partners a place where they could easily access the most current research in any given field and work with experts on how to best implement this new knowledge in their classrooms to meet the need of increasing academic achievement. A major component of this Center would be the creation of a Teacher Resource Center and Curriculum Library. The Teacher Resource Center & Curriculum Library will provide materials/resources for courses, such as curriculum, books, videos, etc. Content resources and networking opportunities for new teachers will also be a focus. One-on-one support for individual teachers and faculty will be provided. First opportunities for collaboration supported Networking begins Pilot Common Professional Development Day Year II – Expanded Deployment (2015/2016) Create linkage database Networking continues & expands within the partner districts SCSU & P-12 collaboration in classrooms expanded Research opportunities are identified and begin Expand Professional Development Day Pilot Seminar Series Year III – On-going Operations (2016/2017 & forward) On-going enhancement to linkage database Networking continues & expands beyond the partner districts Research opportunities expand Expand Seminar Series Design & develop Year II – Initial Deployment (2015/2016) Library opens Continue to track & measure usage annually Year III – (2016/2017) Report measurement results & modify as appropriate Continuous expansion based on usage and service data Continue to track & measure usage annually 10 Teacher or Faculty on Special Assignment: Teacher (or Faculty) on Special Assignment is a term used to describe a licensed teacher/faculty who has been assigned to perform duties other than classroom instruction. The model includes intensive professional development, leading initiatives, and working at the university (TOSA) or in the P-12 schools (FOSA). Assignments may last from 1 to 3 years depending on project requirements. This model has been very successful at Minnesota State University- Mankato and is a priority for our P-12 district partners. TPI’s Prepare Working Group members have already recommended this model for improving our supervision of teacher candidates. Year I – Design (2014/2015) Model developed by TPI Prepare & Support Working Groups Year II – Deployment (2015/2016) Model is deployed in partner district(s) and at SCSU Evaluation data is collected Year III – Evaluation & Expansion (2016/2017) Model is expanded based upon district interest and evaluation data results Services Implementation Summary The table below provides a “snapshot” of the Center’s services and anticipated implementation schedule. Service Induction Year 1 - 2014/2015 Year 2 - 2015/2016 Continued Deployment Expanded Deployment Program Assessment Continued Assessment Year 3 - 2016/2017 Non-partner districts participate Program Improvement Research & Assessment Professional Collaboration Continued Deployment Expanded Deployment Non-partner districts participate Initial Deployment Expanded Deployment On-going Initial Continued Assessment Deployment Program Improvement Deploy Evaluate Teacher Resource Center & Curriculum Library Design Teacher or Faculty on Special Assignment Design Year 4 – 2017/2018: Explore services for leadership, para-professionals and other school based professionals. 11 V. Regional Impact The Center is envisioned to begin with the six TPI partner districts and to engage other districts in the region, first in a fee-for-service model, and then expand to full partnership. The districts that will be targeted in the first 5 years are shown below. 12 Initial Center for Partnership District Demographics Partner Districts Holdingford Monticello ROCORI St. Cloud Area Sartell-St. Stephen Sauk Rapids-Rice Current TPI Partner Districts Sub-total: Student Population2 1,003 4,137 2,023 9,786 3,677 3,987 24,613 Students of Color (%)2 1.9 9.5 8.0 32.6 5.5 9.7 17.69 ELL (%) 2 0 2.8 4.1 12.2 1 0.7 5.92 Free & Reduced # of Avg. FE Teachers 2 Buildings Placements 3 2 Lunch (%)2 26.6 65.40 28.3 251.50 24.6 102.70 52.6 646.50 17 221.10 33.8 212.20 36.79 1,499.40 2 8 6 26 6 7 55 2 7.5 14.2 246.7 21.3 22.7 Avg. Student Teaching 3 1.3 12.8 7.2 68 8 24 SCSU Hires 1 4 19 9 74 15 17 138 These six districts encompass 1,500 P-12 teachers, almost 25,000 P-12 students and they have hired 138 St. Cloud State University Teacher Education graduates over the period of 2010 – 2013. Center for Partnership Potential Partner District Demographics – Expanding the Existing Regional Partnership Student Students of 2 Potential New Partner Districts Albany Annandale Becker Buffalo-Hanover-Montrose Dassel-Cokato Foley Kimball Little Falls North Branch Pierz Princeton Royalton St. Michael-Albertville Potential Partner Districts Sub-total: Population 1,718 1,710 2,799 5,885 2,251 1,840 666 2,493 3,145 1,118 3,281 899 5,747 33,552 Color (%) 2 5.7 4.3 4.4 7.8 4.2 2.3 4.5 6.9 4.5 3.1 4.4 4.8 8.5 5.8 ELL (%) 2 1.3 0.9 1.1 1 0.7 0.2 0 1.1 1 0.6 0.3 0 2.2 1.04 Free & Reduced Teachers 2 Lunch (%)2 22.3 108.5 26.9 98.7 19.3 154.4 26.5 322.4 30.7 131.2 31.1 104 29.6 45.2 46.5 157.1 31.1 156.6 39.9 71.5 30.6 197.3 31.7 52.6 13.2 321.6 26.93 1,921.10 # of Avg. FE 2 3 4 3 5 12 6 3 3 7 9 4 5 5 10 76 1 1 3.6 1.3 0.6 2.3 2.3 3 1 0 2 2.6 1.3 Buildings Placements Avg. Student Teaching 3 5 1.3 2 3.6 1.3 4 3.3 4 3 0.6 2.6 0 5.6 SCSU Hires 1 8 8 11 15 9 5 5 7 11 4 16 8 15 122 13 The targeted districts have participated in TQE previously and several have expressed interest in participating in our TPI initiative. These districts are also located in central Minnesota like the current partner districts. Notably, 85% of SCSU’s teacher graduates are employed in Minnesota schools. Center for Partnership Potential Partner District Demographics – Targeting Districts with a High Concentration of SCSU Teacher Graduates Potential New Partner Districts Anoka-Hennepin Cambridge-Isanti Elk River Osseo Potential Partner District Sub-total: Student Population2 Students of Color (%)2 38,183 5,170 13,123 20,689 77,165 ELL (%)2 23.4 7.4 9.4 40.8 24.6 6.1 1 3.1 10.2 6.3 18.69 4.95 Free & Reduced Lunch (%)2 32.9 37.3 23.2 40.9 33.69 Teachers 2 # of Avg. FE 2 Buildings Placements 3 2,199.20 257.50 687.10 1,219.50 4,363.30 65 19 31 44 159 32.58 7,783.80 290 0.6 0.3 11.3 1.3 Avg. Student Teaching 3 7.3 4.7 18.7 8 SCSU Hires 1 34 16 37 14 101 1 from "Employment-By-District Data Report 2009-2012 by Yuzhou Chen & John Hoover from Minnesota Department of Education website 3 from SCSU Office of Clinical Experience 2 All Partner Districts Total: 135,330 361 These targeted districts further expand the partner districts within the central Minnesota corridor creating a regional approach to supporting P-16 professional learning and growth, and most importantly, a collaborative approach to eliminating the achievement gap. 14 VI. Organizational Structure Leadership The Dean of the School of Education, along with the Advisory Board will have overall oversight of the Center’s administration. The Center will be led by a team who will provide vision, leadership and financial oversight. The leadership team will manage programs, raise funds for and increase awareness of proven strategies that improve student candidate effectiveness and supports P-12 teacher and faculty professional learning. They are also responsible for the integration and coordination of SCSU & P-12 educational partnership efforts as well as initiating and supporting partnerships with districts outside of the current 6 partner districts. Executive Director The Center for Partnership will be housed in St. Cloud State University’s School of Education. Under the general direction of the School of Education Dean and the Advisory Board, and in close collaboration with the Partnership and Induction, Assessment, and Professional Collaboration Leads, the Executive Director provides vision, leadership and management oversight of the Center for Partnership, its staff and approximately $400,000 in annual expenditures. The Executive Director manages programs, raises funds for and increases awareness of proven strategies that improve student candidate effectiveness and supports P-12 Teacher and Faculty Professional Development. Advisory Board The purpose of the Center for Partnership Advisory Board will be to provide guidance, support and oversight to the Center. The Board will work closely with the Executive Director to achieve the Center’s mission, goals and objectives. The Advisory Board will maintain a watchful eye toward statutes and updates impacting education. The Center for Partnership Advisory Board will be comprised of a diverse group representing P-12 & St. Cloud State University stakeholders and community members Team Members Partnership and Induction Lead Under the general direction of Executive Director and in close collaboration with SCSU’s partner superintendents, the Partnership and Induction Lead focuses on Induction, New Teacher Support, Professional Learning and the operationalizing the TOSA/FOSA model. The Partnership and Induction Lead is responsible for the coordination of P-12 educational partnership efforts as well as initiating and supporting partnerships with districts outside of the existing 6 partner districts. 15 Research Collaboration Lead The Research Collaboration Lead provides leadership, knowledge, coordination oversight and direction for the Center for Partnership, in cooperation with St. Cloud State University, and P-12 partner districts, regarding assessment and evaluation. The Research Collaboration Lead will lead the design and implementation of systems, processes and instruments for data collection and analysis and will coordinate and direct the process regarding program evaluation, annual reports and all other Center activities. Professional Collaboration Lead The Professional Collaboration Lead, in cooperation with the Partnership & Induction and Research Leads, will lead the development and direction for the New Teacher Resource Center, Curriculum Library and Professional Collaboration activities. The Professional Collaboration Lead will provide leadership, build and foster relationships across the Center membership, promote and increase awareness of Center services and leverage program knowledge to support/increase collaboration. Office Manager The Office Manager serves as the central point for the Center for Partnership. This position provides services and information to faculty at the university and the partner districts, most offices on campus, other Bush Foundation universities involved in teacher preparation, State of Minnesota educational agencies/departments as well as MnSCU administrative agencies, businesses and industries. The Office Manager will provide clerical support, and also direct the volunteer pool of retired teachers. Professional Development Committee The Center for Partnership Professional Development Committee works closely with the Executive Director to develop the Center’s professional development vision and strategic plan each year. The Committee oversees the Center’s on-going professional development activities, helps identify emerging directions for new and improved programs in the future and serves as the guiding coalition for professional development. The Professional Development Committee is comprised of a representative from each partner school district, representatives from St. Cloud State University and representatives from the community. 16 Center for Partnership Advisory Board Executive Director Full-time position Office Manager Full-time position Partnership and Induction Lead Full-time position Research Collaboration Lead 50% time position Professional Collaboration Lead 50% time position TOSA/FOSA Future role Professional Development Committee 17 VII. Budget 5 Year Budget Plan Expense Item On-Going Expenses AY 14-15 AY 15-16 AY 16-17 AY 17-18 AY 18-19 Personnel1 $ 178,200 $ 328,546 $ 328,546 $ 328,546 $ 328,546 Equipment $ 5,000 $ 12,000 $ 12,000 $ 12,000 $ 12,000 Supplies $ 2,400 $ 20,000 $ 20,000 $ 20,000 $ 20,000 Consulting $ $ 24,000 $ 24,000 $ 24,000 $ 24,000 Travel $ 3,200 $ 16,800 $ 16,800 $ 16,800 $ 16,800 Cost of Services $ 16,000 $ 16,000 $ 16,000 $ 16,000 $ 16,000 Sub-total: $ 204,800 $ 417,346 $ 417,346 $ 417,346 $ 417,346 $ 20,000 $ 20,000 Marketing $ 3,500 Website $ 1,000 On-line $ 1,000 Collateral $ 1,500 Inventory $ 1,250 Materials $ 1,000 Subscription fees $ 250 Sub total: $ 24,750 $ - $ - $ - $ - Expense Total: $ 229,550 $ 417,346 $ 417,346 $ 417,346 $ 417,346 - Start-up Expenses Facilities Remodeling Note: Personnel expenses will be re-evaluated as additional partner districts engage with the Center. 18 Revenue AY 14-15 AY 15-16 AY 16-17 SCSU $ 100,000 $ 1 TPI $ 65,000 $ 65,000 $ 30,000 $ 73,682 $ 73,682 $ $ 30,000 $ 30,000 $ 45,000 $ - $ - $ CEUs $ - $ - $ Graduate Credits Teacher Ed Unit Partner Districts Fee for Service 2 3 $ 25,000 AY 17-18 $ 184,000 5 AY 18-19 $ 1 $ 187,500 73,682 $ 73,682 $ 60,000 $ 60,000 - $ - $ - - $ - $ - Continuing Ed $ - $ 50,000 $ 75,000 $ 100,000 $ 100,000 Grants4 $ - $ 200,000 $ 200,000 $ - $ - Corporate Sponsorship $ - $ - $ - $ - $ - Gifts $ - $ - $ - $ - $ - Revenue Total: $ 225,000 $ 418,683 $ 418,682 $ 417,682 $ 421,183 Net gain/loss $ (4,550) $ 1,337 $ 1,336 $ 336 $ 3,837 1 Personnel: Assuming the Executive Director and Partnership and Induction Lead are new positions (not faculty reassign), and that the Assessment Lead and Professional Collaboration Lead are 50% reassign time with adjunct replacement and 30 EDD in the summer. 2 Additional districts would become part of Center. Also, possible revised formula for district investment. 3 We have not determined a model for fee for service at this time. 4Institute of Education Sciences Grant - Apply Sept 2014 5 Denotes a maximum cost scenario. It is anticipated that revenue will be available from grants, sponsorships and a fee-for-service model. Budget Notations Staffing Budget Items - fully staffed Cost in budget- no fringe Executive Director Office Manager Assessment Lead (50% time) Partnership and Induction Lead Professional Collaboration Lead (50% time) Student worker (5 hrs per week) $75,000 $43,848 23,333 $65,000 23,333 1,200 Adjunct + EDD $45,666 .67 $23,333 $23,333 Currently Proposed Funding New Position New Position New Position New Position New Position New Position University, Grants & District Revenues Grants & District Revenues SOE budget Grants & District Revenues SOE budget University, Grants & District Revenues Shutdown If not faculty severance Reassign or Severance No additional cost Severance No additional cost no additional cost 19 Existing Resources Curriculum and Technology Center and Instructional Technology Discovery Lab Curriculum resources in content areas across campus Revenue Sources Partner District Investment Fee for Service Currently Staffed and funded by Information Media department Resources spread across campus/department budgets Currently 6 partner districts contribute $5000 to budget Continuing Education Credits None Grants TPI Regional Centers of Excellence in MN Omnibus Education Bill Institute of Education Sciences - grant info in Spring None Gifts Collaborations Center for Continuing Studies Office of Sponsored Programs Currently None Proposed Funding Shutdown Co-funded by SOE and Center Funding solely from SOE Co-funded by Department budgets and Center Proposed Funding Continue "member fee" with further work on a revised for formula for district investment Discuss "fee structure" Non-member districts pay fee for service Develop process for teachers to earn CEU's for PL Create options for new teachers to earn graduate credits TPI provide seed money Funding solely from Department budgets Director to lead grant writing Director & TPI Director to lead grant writing Chambers of Commerce Corporate Sponsors Proposed Resource Sharing Marketing/Promotion Workforce Department CEU/Graduate credit development Source and assist with grant opportunities 20 VIII. Success Metrics The Key performance metrics that will be measured, to determine the success of the Center, are identified in the table below. The success metric operational elements will be developed collaboratively, with the process being led by the Executive Director and Research Collaboration Lead. Usage of the Partnership Center’s services, including a baseline and target goals for participation, will also be developed, measured and reported. Stakeholders Success Metrics New Teachers 1. Retention District Teaching Profession 2. Morale 3. Teaching Effectiveness Transition To Teaching Survey Employer Survey Other measures 1. Leadership Development 2. Expertise Development 3. Professional Learning Quality Classroom Implementation Does it make a difference? 1. Achievement 2. Engagement in learning 3. Recruitment into Teaching 1. Retention in program 2. Preparation for Teaching Ed TPA Exit Survey 3. Hiring in Partner Districts 1. Expertise Development 2. Dedication of resources 3. Culture shift Veteran Teachers/Faculty P-12 Students Teacher Candidates Institutional (SCSU/Districts) 21 IX. Timeline •May 2014 •Business plan is finalized •June 2014 •Funding secured •Positions are approved •July 2014 •Secure facility/space •Interview candidates •August 2014 •Director is hired •AY 2014-2015 •Year I •Center Opens 22