ACTION PLAN
STRATEGY NUMBER: 3
PLAN NUMBER: 1
UPDATED: 8/16/2011
STRATEGY 3: We will expand the development, delivery, support and evaluation of IMSA’s products
and services grounded in imagination and inquiry.
SPECIFIC RESULT: Create an internal integrating structure to ensure strong presence and influence in
Illinois statewide policy-making and advocacy organizations related to STEM education (e.g., Illinois P20 Council, ISBE, Illinois American Diploma project).
#
1.
ACTION STEP
Identify IMSA staff member (President's Management Council will initiate the
identification process) whose role is to coordinate policy advocacy affiliations
and initiatives by:
a. identifying current organizations and initiatives relevant to IMSA's strategic
plan.
b. collecting information from faculty and staff on existing individual
memberships in statewide policy-making and advocacy organizations.
c. identifying gaps between existing and desired membership in relevant
organizations and initiatives.
d. filling identified gaps with appropriate IMSA personnel.
e. ensuring that IMSA members of policy-making and advocacy organizations
convey common message related to IMSA’s core competencies, i.e.,
competency driven, inquiry-based, problem-centered and integrative.
2.
Develop internal cross communication structure by which IMSA policy
advocacy coordinator:
a. meets with IMSA members of policy-making and advocacy organizations
on no less than a quarterly basis to discuss current status, and
b. disseminates current status information and solicits feedback related to
emerging STEM education trends with IMSA programmatic impact every
two-three months as part of a community or faculty meetings.
3.
Develop external cross communication structure by which IMSA policy
advocacy coordinator:
a. utilizes Professional Field Services as vehicle for networking with other
policy advocacy organizations with similar goals (e.g., serving
underrepresented populations).
b. ensures that IMSA faculty and staff conduct presentations and workshops at
conferences/meetings of identified statewide policy advocacy organizations.
c. invites members of identified statewide policy advocacy organizations to
visit campus to conduct presentations and workshops for IMSA staff
professional development.
© COLONIAL-CAMBRIDGE 2005 ALL RIGHTS RESERVED
STATUS:
ACTION PLAN
STRATEGY NUMBER: 3
PLAN NUMBER: 2
UPDATED: 8/16/2011
STRATEGY 3: We will expand the development, delivery, support and evaluation of IMSA’s products
and services grounded in imagination and inquiry.
SPECIFIC RESULT: Focus IMSA consulting services for schools/school districts seeking to enhance
inquiry-based integrative pedagogy in mathematics and science or to establish math/science schools.
STATUS:
#
1.
ACTION STEP
Identify target markets.
COMPLETED
2.
Route all consulting services inquiries to Field Services for screening.
OPERATIONAL
3.
Establish core design team for inquiry-based integrative math/science
pedagogy consulting comprised of at least two science members, two
mathematics members, one residential high school administrative staff
and one professional field service staff member. (President's Management
Council will initiate the selection process. Consider alumni staff as well as
current employees. Seven members are recommended so that any two or
three could be deployed as needed.)
4.
Establish core design team for new math/science schools consulting
comprised of current and alumni staff who are well versed in key
dimensions of the academy, e.g., admissions, staff selection, curriculum
content, instructional strategies, student life, technology, facilities, finance
etc. (President's Management Council will initiate the selection process.)
5.
Using newly established 5.1 work authorization process, determine
consulting offerings in areas of inquiry-based mathematics and science
teaching as well as math/science school design based on Tier levels:
COMPLETED


Tier 1 Free introductory consultation: Determine offerings.
Tier 2 Basic Package: Determine offerings for minimal consulting
services.
 Tier 3 Complex Package: Determine offerings for longer term
consulting that requires follow-up.
(The core design team will need sufficient time and resources to do this
work well.)
6.
Determine tiered service levels with accompanying recovery-based fee
structures:



Tier 1 Free introductory consultation (4 hours maximum).
Tier 2 Basic Package: Determine fee structure and number of billable
hours for minimal consulting services.
Tier 3 Complex Package: Determine fee structure and billable hours
COMPLETED
for longer term consulting that requires follow-up.
7.
Develop entry requirements survey to determine prospective client needs.
8.
Determine the structure for authorizing, assigning, releasing and/or
compensating core design team members and other contributors who
establish tiered consulting packages and who serve as consultants.
9.
Develop communications plan that includes marketing materials (print,
Web-based) to clearly define the service offerings and fee structure.
10.
Develop an evaluation for IMSA consulting services.
11.
Utilize Consulting Services' processes to manage pre-service teacher
observation requests.
© COLONIAL-CAMBRIDGE 2005 ALL RIGHTS RESERVED
COMPLETED
ACTION PLAN
STRATEGY NUMBER: 3
PLAN NUMBER: 3
UPDATED: 8/16/2011
STRATEGY 3: We will expand the development, delivery, support and evaluation of IMSA’s products
and services grounded in imagination and inquiry.
SPECIFIC RESULT: Document selected existing mathematics and science products, programs, and
services within the pre-admission program and in three year academic residential program and evaluate
their potential for expansion.
#
ACTION STEP
1.
Identify a collaborative partner(s) to serve as a resource(s) in evaluation
assessment of selected pre-admission and three year residential programs
in mathematics and science. (President's Management Council will initiate
the identification process.)
2.
Convene an internal leadership group (such as an extended IMSA
Curriculum and Assessment Leaders group) with the collaborative partner
with charge of:
a. Identifying and documenting the central concepts of three year
residential programs in mathematics and science (e.g, SIR, MSI, MI,
and EXCEL).
b. Clarifying integration points between pre-admission programs in
mathematics and science and existing products within Professional
Field Services (e.g., PROMISE-SEAMS and PROMISE-EIP).
3.
Request a Request for Proposal from identified collaborative partner to
create a tool of evaluation that:
a. Considers the quality of the mathematics and science products,
programs, and services individually, and
b. Considers the quality of the mathematics and science products,
programs, and services as a collective whole.
4.
Evaluate existing individual mathematics and science products, programs,
and services for potential expansion using the developed evaluation tool.
5.
Disseminate to IMSA community, through the internal leadership group,
the findings/results of the evaluation and solicit feedback to make
programmatic changes related to expansion as needed.
6.
Using the 5.1 design process, evaluate identified pilot program that
explores audience, marketing communication, and programmatic and
business model. (President's Management Council will determine
members of design team, with stipulation that at least one member come
from Professional Field Services.)
7.
Reconvene the internal leadership group to make appropriate
STATUS:
programmatic changes related to expansion, incorporate IMSA
community.
8.
Identify a pilot program for expansion, if one exists, from an evaluated
COMPLETED
math or science products, programs, or services. (Joint group consisting of
the internal leadership group and Professional Field Services members
will initiate the identification process.)
9.
Communicate progress of ongoing pilot programs and brainstorm ideas
every two-three months as part of a community or faculty meetings.
10.
Maintain a portfolio of products, programs and services that can be
expanded.
11.
Cross-reference this action plan with former action plan 3.2 (which is now
integrated in Strategy 4)
© COLONIAL-CAMBRIDGE 2005 ALL RIGHTS RESERVED
ACTION PLAN
STRATEGY NUMBER: 3
PLAN NUMBER: 4
UPDATED: 8/16/2011
STRATEGY 3: We will expand the development, delivery, support and evaluation of IMSA’s products
and services grounded in imagination and inquiry.
SPECIFIC RESULT: Establish professional development (PD) program for mathematics and science
teachers, based on IMSA’s Core Competencies, for pre-service, beginning, and experienced teachers.
#
1.
ACTION STEP
For all PD programs
Use Field Offices to perform area-specific needs assessment to determine
focus of expansion in professional development.
STATUS:
OPERATIONAL
2.
Communicate the needs assessments, outcomes from needs assessments,
and ongoing projects from Professional Field Services and brainstorm
ideas every two-three months as part of a community or faculty meetings.
OPERATIONAL
3.
Establish consistent data collection model, administered by Professional
Field Services, for prospective professional development or educator
clients.
COMPLETED
4.
Establish IMSA organizational structure to enable IMSA mathematics and
science faculty members to rotate by semester (as a pilot) from instructing
residential classes on campus to designing and delivering Professional
Field Service initiatives.
COMPLETED
5.
Establish robust collaborative online network to enable teachers in IMSA
PD programs to share best practices, problem solve, mentor, advise,
assess needs and network and to receive online PD enrichment, e.g.,
Moodle, Elluminate, etc. (Note that information on an existing online
induction program for math and science teachers: e-Mentoring for Student
Success (eMSS), housed at The New Teacher Center at UC Santa Cruz
can be found at http://www.newteachercenter.org/)
6.
Clarify initial integration points between IMSA professional development
programs for pre-service, beginning, and experienced teachers.
1.
2.
For all Experienced Teacher PD programs
Review and communicate the cohesiveness between existing PD
programs, such as E2K+ and PBL, to ensure they include IMSA’s core
competencies, i.e., competency driven, inquiry-based, problem-centered
and integrative.
COMPLETED
COMPLETED
Develop a small portfolio of mathematics and science professional
COMPLETED
development offerings, focused on IMSA’s core competencies, initially
targeted for (1) urban elementary and middle school educators through a
pilot program within area 15 of the Chicago Public School system, and (2)
rural elementary and middle school educators.
3.
Establish evaluation component for mathematics and science P.D.
offerings for elementary and middle school educators.
4.
Identify higher education partner(s) to enable IMSA to issue teacher
endorsement in the areas of mathematics and science at the elementary
and middle school levels. (Note that information regarding endorsements
in for institutes of higher education Illinois can be found at
http://www.isbe.state.il.us/certification/requirements/endorsement_assign
ment.htm)
1.
1.
COMPLETED
For all Beginning Teacher PD programs
Formalize relationships with schools and school districts in Field Office
locations so that beginning teachers might be paired with an IMSA faculty
or staff member in a pilot mentorship-type program. (Note that
information on the Illinois New Teacher Collaborative, a state
organization that promotes new teacher induction and mentoring
programs and supplies resources for those who support new teachers, can
be found at http://intc.ed.uiuc.edu/.)
For all Pre-Service Teacher PD programs
Formalize relationships with colleges and universities with mathematics
or science pre-service teacher education programs in Field Office
locations and locations where IMSA is already extensively involved.
COMPLETED
2.
Establish IMSA organizational structure to enable IMSA mathematics and
science faculty members to rotate by semester (as a pilot) from instructing
residential classes on campus to teaching pre-service teacher classes at
partner Universities and Colleges or act as cooperating teacher for preservice teachers from these schools.
3.
Evaluate the viability of continuing partnership with Golden Apple
Foundation.
COMPLETED
4.
Administer and evaluate the two current pilot Teacher Candidate
Institutes and then make recommendation for possible expansion of these
institutes.
COMPLETED
5.
Utilize Consulting Services' processes to manage pre-service teacher
observation requests.
© COLONIAL-CAMBRIDGE 2005 ALL RIGHTS RESERVED
ACTION PLAN
STRATEGY NUMBER: 3
PLAN NUMBER: 5
DATE: 8/16/2011
STRATEGY: We will expand the development, delivery, support and evaluation of IMSA’s products
and services grounded in imagination and inquiry.
SPECIFIC RESULT: Design IMSA’s online learning presence.
STATUS:
#
ACTION STEP
1.
Using design thinking and design methods and with multi-disciplinary
and multi-stakeholder involvement, develop a vision, conceptual design,
and framework for IMSA’s online learning presence.
2.
Identify and cultivate potential funding sources.
3.
Using an innovative entrepreneurial approach, build IMSA’s online
learning presence using fast prototypes, user feedback, targeted
marketing, and needs analysis.
4.
Design an evaluation component that will be in place prior to IMSA’s
online learning presence becoming operational.
© COLONIAL-CAMBRIDGE 2005 ALL RIGHTS RESERVED
Responsible: __________________________________
Shaded areas for administrative use in implementation phase