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Semelhante a Welcome to the Innovation Collaborative National Network
Semelhante a Welcome to the Innovation Collaborative National Network (20)
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Welcome to the Innovation Collaborative National Network
- 2. Welcome to the Innovation Collaborative Introductions National Network Overview Innovation Collaborative Overview Training and Support Plan Coaching Process Mentoring Process Evaluation Process
- 3. National Network Contacts Stephen RiceDirector, Organizational Learning971-634-1205srice@gatewaytocollege.org Jennifer AlkezweenyManager, Project DEgree Training & Partner Support971-634-1524jalkezweeny@gatewaytocollege.org Gaylen BrannonInstructional Coach503-752-2934gaylenbrannon@yahoo.com
- 4. Innovation Collaborative Round 1 Chattahoochee Technical College Community College of Philadelphia Hinds Community College Mesa Community College Pima Community College Scottsdale Community College
- 5. Summary of National Network Programs Two education models focused on reengaging high school dropouts and college freshmen unprepared for college level work. Programs located in 34 community and technical colleges in 19 states. (Innovation Collaborative brings us to 39 colleges in 20 states.) We create and replicate innovative programs, build partnerships, influence systems, conduct research, effect policy and regulatory changes, provide customized consulting services, and ongoing training, technical assistance, and professional development.
- 6. Project DEgreehelps underprepared college students (ages 18-26) accelerate their progress through developmental education and on to transfer-level college courses and on to a degree. Gateway to College helps high school dropouts (ages 16-21) and students on the verge of dropping out to earn a high school diploma while also earning college credits. Gateway to College National Network
- 7. The Innovation Collaborative Objectives Pilot strategies for effectively scaling innovations in developmental education Provide training and support for faculty to act as catalysts of change and innovation in developmental education Implement and sustain learning communities for institutional impact Provide a forum for academic and student services to identify new ways to collaborate for students’ benefit
- 8. The Need for Solutions Studies estimate that 40% to 70% of entering public two-year institutions need at least one remedial course—and many get stuck there Chronicle of Higher Education study, April 2009 In college with high enrollments of low-income and minority students:*72% needed one DE math course but only 23% “made it out”*Less than half who aspired to earn an AA, or transfer to a 4-year institution did so within 6 years Chronicle of Higher Education study, April 2009
- 9. Institutional Goals from the application Implement learning communities in a scaffolded framework Put into practice promising ways of delivering DE Increase retention and improve student success Coordinated, interdisciplinary approach to student success Encourage innovation and creative approaches Distinguish needs of underprepared students Alternative scheduling options/less time between class meetings Restructure the content of the life skills course Pursue new instructional design Systemic change (in courses, learning support, and professional development)
- 10. Essential Elements and Core Commitments Intentional Collaboration Integrated Leadership Innovative Teaching and Learning Holistic Student Support Full document found here
- 11. GtCNN Principles of Teaching and Learning Integrated, Outcomes-based Curriculum and Instruction Rigor Relationships - Collaborative, Inclusive Learning Communities Relevance - Project-based, Active Learning Constructing Meaning Personal Growth Assessment
- 12. The Innovation Collaborative Outcomes Learning Communities grounded in the GtCNN Principles of Teaching and Learning Link courses together as a learning community Create integrated, outcomes-based curriculum Use Blooms Taxonomy to create rigorous assignments Employ solution focused techniques to build student/faculty relationships and help students practice higher order thinking skills to solve their own problems Use a project-based learning pedagogy to actively engage students in work relevant to their lives and careers. Create performance tasks that provide evidence that the student is capable of achieving the intended outcome(s).
- 13. Example Driving Question: How does education change my life story and allow us to contribute to social change in our community? Read a novel (not yet selected) about those who come from similar backgrounds as the students, and who have achieved success through education Reading Have/Be/Do essay: At your greatest success, what will you have, what will you be doing and who will you be? Student Development Subcultures in school and in life instruction/exploration Sociology Help a classmate organize his/her notebook/study materials. Write a compare/contrast essay about the before and after of the organization English Final Project to Answer the Driving Question: Create a personal expression through any medium (e.g. art, poetry, writing, film) conveying your response to the driving question that demonstrates integrative thinking using what you’ve learned from Reading, English, Student Development and Sociology. English Public Presentation: End of term celebration with food. Student expressions answering the driving question will be displayed in the Student Commons, and the community services booklet will be placed on the college website and be made available in print to incoming PDE students.
- 14. Let’s Discuss! Chattahoochee Technical College Community College of Philadelphia Hinds Community College Pima Community College Mesa Community College Scottsdale Community College
- 16. The Innovation Collaborative Outcomes Faculty Communities of Practice (CoP) Work effectively as a CoP Meet regularly as a faculty team Use protocols to collaboratively examine own work and the work of students, discuss best practices, and progress toward instructional goals Use instructional coaching techniques to mentor and support faculty colleagues joining the Collaborative
- 17. Let’s Discuss! Chattahoochee Technical College Community College of Philadelphia Hinds Community College Pima Community College Mesa Community College Scottsdale Community College
- 18. The Innovation Collaborative Outcomes Systems Approach to Institutional Change Develop and implement a strategy for integrating learning communities into their college’s advising and registration system Use a systems approach to identify institutional barriers that limit student persistence Draft a plan for addressing identified institutional barriers
- 19. The Innovation Collaborative Design Start-Up Team Academic Leader Student Services Leader 4 faculty (student success and developmental education course pairings) Scaled-Up Team Start-Up Team 4 new faculty (course pairings at discretion of the college)
- 20. College Team Pairings Chattahoochee Technical College Community College of Philadelphia Hinds Community College Pima Community College Mesa Community College Scottsdale Community College
- 21. The Innovation Collaborative Design
- 22. Participation Requirements Full-time faculty for Start-Up Team Start-Up faculty willing to take on mentor role of Scaled-Up team Participation in coaching process, including surveys Participation in trainings/webinars Final report
- 23. FAQ for Faculty How much time will I need to commit? How will the integrated curriculum respect my course learning outcomes? How will the coaching process be viewed in relation to my tenure process?
- 24. Let’s Discuss! Chattahoochee Technical College Community College of Philadelphia Hinds Community College Pima Community College Mesa Community College Scottsdale Community College
- 26. Training and Support Plan ** Items highlighted in blue involve all 6 colleges**
- 27. Coaching Process Visit 1: 2 days on campus. Coordinated on college schedule. Plan integrated curriculum for learning communities Develop Community of Practice Plan for the first term Visit 2: 2 days on campus. Coordinated on college schedule. Assess learning community work using a collaborative assessment protocol Refine integration for next term
- 28. Mentoring Process Learn it, Do it, Teach it…rinse and repeat Consider process from perspective of facilitator Make notes for how you’ll lead Consider what you bring to the table
- 29. Evaluation and Reporting Self-Assessment, pre and post Tracking participation hours Project reports
- 30. Next Steps Leaders: Read What is Systems Thinking? Read Designing and Managing Learning Communities All: Read the Principles of Teaching and Learning Read Teaching for Meaningful Learning Log-In to the Wiki and complete your profile Self-Assessment Start-Up Training in Portland
- 31. Chattahoochee Technical College Community College of Philadelphia Hinds Community College Pima Community College Mesa Community College Scottsdale Community College
Notas do Editor
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- SRINTENTIONAL COLLABORATION | Innovation Collaborative (ICO) integrates collaboration, continuous improvement, and professional development, with the goal of improving student success and catalyzing change across institutions. ICO team members work together as highly collaborative teams with the goal of maximizing student success while improving their own practice.ICO team members collaborate with their colleagues at other colleges across the Gateway to College National Network.ICO team members engage in continuous improvement of student outcomes through a cycle of inquiry.ICO leaders model collaboration and continuous improvement through robust and direct participation. INTEGRATED LEADERSHIP | Innovation Collaborative demands intentional institutional action in order to meet project objectives while striving toward the ultimate goal of significantly increasing persistence and degree completion rates of students starting in developmental education. ICO colleges bring together stakeholders from distinct areas of the college in order to create a comprehensive approach to buy-in and decision making. ICO team members reach across departmental boundaries in order to meet project goals and promote shared accountability for student success throughout the pipeline. ICO leaders consistently support and demonstrate a strong commitment to the professional growth of faculty.ICO colleges maintain a vision for long term success and acknowledge time and sustained effort as key components of the change process.INNOVATIVE TEACHING & LEARNING | Innovation Collaborative encourages the implementation of innovative pedagogical techniques based on both research and proven practices in effective teaching and learning. ICO colleges create and promote structures within the college that allow students to take classes as a community of learners.ICO teams use the Gateway to College National Network Principles of Teaching and Learning to guide the implementation and continuous improvement of pedagogy. HOLISTIC STUDENT SUPPORT | Innovation Collaborativedevelops and implement services and structures to address the needs of the whole student in order to maximize student persistence and completion. ICO teams create andmaintain relationshipswith student services colleagues who can help students to utilize available campus and community resource options for whole student support.ICO teams utilize strengths-based and solution-focused approaches to student support.ICO teams create and foster community among students to increase their academic and social integration into the college environment. I’m curious as to why you have called out just the leaders here. I’m wondering how the meaning/intent would change if we listed it as team members. Perhaps let’s move this up to become the umbrellas statement and delete the current one.
- JAThese principles provide the framework for teaching and learning in Gateway to College National Network (GtCNN) programs. They do not specify content. Rather, they are precepts based on research and best practices that should be used by faculty, resource specialists, and directors to guide the design, facilitation, and assessment of all learning in GtCNN programs. While, taken together, these principles describe an ideal, they articulate what each GtCNN program should strive to achieve. Like our students, GtCNN programs are at different stages of development. As instructional leaders, GtCNN directors should lead their teams in assessing how well they are meeting each of the principles and, in the spirit of continuous improvement, identifying areas and strategies for improvement. The Gateway to College National Network supports those improvement efforts through face to face training, webinars, brown bag trainings, referrals to resources, tailored data analysis, and peer learning.
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- JA-allow participants time to read example-opportunity to react-5-10 minutes of discussion-bring up Tracy’s design checklist (two slides forward)-what are you excited about/wondering about--explain wonder to excitement continuum of the process
- JAThoughts?Exciting?New?
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- SRTEAM COMPOSITION: (COLLEGE)’s initial team will be comprised of a total of six college personnel including: One college leader in academics (e.g., dean of instruction, dean of developmental education, teaching and learning center director),One college leader in student support (e.g., dean or director of advising),One-to-two student success course faculty members (or equivalent), andTwo-to-three developmental education faculty members (reading, writing, or math). The scaled-up team will be comprised of a total of ten-to-twelve college personnel including:The initial six participantsFour-to-six additional faculty members willing to begin their own learning communities. (COLLEGE) commits to forming teams comprised of full-time personnel interested in being part of a national collaborative of educators interested in pursuing new approaches to teaching and supporting developmental education students. **In the Scaled-Up Team, colleges can choose course pairings in line with the start-up team, or pair with gatekeeper courses.
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- JAOnly contracted to offer each learning community twice
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- JAFull participation in listed events is mandatory. GtCNN’s firm expectation is that trainings will be attended in full and flight arrangements should be made accordingly. This may involve an additional night’s stay as needed. GtCNN will make every effort to set final training dates with participating college calendars in mind.
- All project faculty are expected to be present for the full two days. This may require finding substitutes for classes. We need one lead to coordinate the visit logistics. An agenda will be sent in advance. The two leaders will also need to be available for a portion of this time to meet with the team and the coach and with the coach individually.-Consider self as learner-need one lead to help coordinate visit logistics-faculty need to be present
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- SRGtCNN will evaluate the effectiveness of the initiative. (COLLEGE) agrees to participate in the evaluation, which will involve pre- and post-initiative surveys of faculty. (COLLEGE) also agrees to submit a brief final report that documents the use of funds, summarizes implementation successes and challenges, and outlines the feasibility of expanding the initiative on their campus. The evaluation and reporting requirements are outlined below:
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