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
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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.
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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.
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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.
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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
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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
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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.
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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.
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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.
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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.
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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