Charting the Course; Navigating the Future The Watson ... › ed › chartthecourse › documents › watsonsetssaildayreport.pdfSail Day”, and a summary of emergent themes and information

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Report on the WCE Sets Sail Day This preliminary report includes a brief description of the January 7, 2020 “WCE Sets Sail Day”, and a summary of emergent themes and information from the SOAR process. More than 80 Watson College of Education (WCE) faculty, staff, and partners participated in this first “Charting the Course” event, representing all WCE academic and administrative units, and D.C. Virgo Preparatory Academy and Issac Bear Early College. Participants were assigned to tables, encouraging them to sit with colleagues they were not familiar with, as well as those they work with daily. Each table had an assigned Table Facilitator trained in the SOAR process from Appreciative Inqiry. SOAR a strengths-based approach to strategic planning that allows an organization to plan for and create its future through collaboration, shared understanding, and a commitment to action. SOAR stands for Strengths, Opportunities, Aspirations, and Results as an alternative to the traditional SWOT strategic planning. The day began with breakfast, providing an opportunity for participants to enjoy being back on campus to start a new semester and catching up with or getting to know others at their tables. As people settled into the process for the day energy was high. WCE Dean Van Dempsey introduced the concept of Appreciative Inquiry (AI) and set the context for the day, sharing the point of inquiry for the process: “Watson College at its Best.” The Dean spent time discussing his vision for the future and shared his own story and education journey, inviting participants to consider their own perspectives and unique journeys during the process. Dr. Denise Henning was introduced as the facilitator, and began guiding the group through the agenda for the day. Strengths Participants started by visiting the “picture banks” set up on tables around the room. From these collections of graphics and photographs from a variety of print media, each participant selected a picture that best represented them “when they are at their best and then shared their picture with their tablemates, describing how it reflected them at their best. At each table participants collectively created a group portrait using the selected pictures and a variety of craft materials. Tables were asked to give their portraits an empowering title that conveyed their collective “best”. This activity was designed to encourage individuals to discuss their personal strengths, consider their strengths collectively, and serve as preparation for the next activity: the appreciative interview.

Charting the Course; Navigating the Future The Watson College of Education

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The appreciative interview began with a request for participants to pair up with someone at their table and interview them using the following interview questions:

• Describe your best experience at Watson College of Education? • What did you value about yourself and others in this story? • What strengths did you bring to the experience? • What core factors made this experience transformative?

Participants were encouraged to tell their stories in some detail and listen carefully to the stories of others, and then each person introduced their interviewee to their table, sharing points from the interview that impressed them. Participants were then asked to share the major points or strengths they heard from the interviews and identify 3 to 5 shared or significant themes from the discussion at their tables, record them on Post-it notes, and post them on the theme wall. When themes from all tables were posted, a team of floating facilitators sorted them into preliminary categories, and then analyzed the categories into broader common themes. Participants were then asked engage in member checking of this analysis by using green, yellow and red cards to indicate if we “got it right,” with green indicating “go,” yellow a “need or share more information,” and red “needs further discussion and consideration.” The following themes are in no particular order and were agreed upon by participants using their green cards:

Common Themes:

• Social Justice & Equity • Freedom to Take Risks • Collaboration & Communication • Trust • Students First • Passion • Human Kindness • Connections & Relationships • Commitment • Growth & Support

Opportunities Participants were asked the question: If you had three wishes for the future of WCE, what would they be? Each participant was given three cards upon which to record their wishes and these responses were posted on the wishing wall for categorical sorting and theme analysis by the team of floating facilitators. All participants were encouraged to review the resulting common themes and provide input, including clarification of the meaning of wishes and suggestions for placement under themes. They are below in no particular order:

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Common Themes: • Community • Diversity, Social Justice, and Equity • Innovation and Initiatives • Space • The Dream for Education • Student Financial Support • Graduate Programs • Resources • Partnerships • Research • Respect and Influence • Environment • Faculty Engagement • Quality of Graduates/Students • Reorganization • Support • Curriculum and Programming

Aspirations After breaking for lunch, participants were asked to “Envision what WCE looks like in 5 years?”, creating a vision of the future WCE in their minds. Along with the visioning they were encouraged to consider the three wishes each participant placed on the wishing wall. Participants were then invited to free write for 2 minutes, describing their vision for WCE and, when finished, discuss and share with their tablemates the vision they described for the future of the college.

Participants were then asked to work together as teams at their tables to write a six-word story describing a collective vision. These six-word stories and the results of all the morning activities provided the foundation for the next step in the process: articulating a provocative proposition. Provocative propositions were described to participants as follows:

• They provoke action

• Are grounded in what works

• Stated as a full sentence in the present tense

• Stated in affirmative and bold terms

As an example, Dr. Dempsey shared his provocative proposition for the WCE, which was:

The Watson College of Education, through academic programming, scholarship and engagement grounded in authentic partnerships, is the model for reimagined

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colleges of education. Watson is a catalyst for new ways of learning in our communities, region, state, nation and world. Watson is a champion for learners of all identities, all ages, all abilities, and in all social, cultural, institutional and organizational learning contexts.

Each table then developed their own provocative proposition for the college and presented it to all participants. Provocative Propositions:

• WCE leads a comprehensive educational network of diverse learners, educators, and stakeholders through innovative and evidence-based practices and policies that transcend discipline and advances excellence in education.

• Watson College leads learning into the future: Scholarship that informs practice that informs scholarship. We advocate for ALL learners through partnerships which are informed by research put into practice.

• WCE is the leader in education innovation and implementation. Other schools and colleges ask, “How does Watson do it?” What Would Watson Do? WWWD?

• WCE is united in a common purpose to provide meaningful academic and professional experiences, develop mutually beneficial community partnerships who advocate for all learners and ignite a passion for lifelong learning.

• Prepare future educators for the challenges and obstacles that they will encounter and who are resilient and passionate about sharing content and sustaining the love of learning.

• Builds leadership pathways, unleashing transformational expertise. • Through the lenses of intentional programming and instruction, WCE embraces

change while empowering others to be changemakers and active citizens embodying equity, inclusion, and diversity.

• WCE seamlessly and bi-directionally connects faculty and teachers. WCE shares current research-based agenda with schools to address their self-identified needs and all faculty choose to spend time in schools every year to exchange information and stay informed about what happens in the field.

• North Carolina principals call us first when they have openings because our teachers are: well-equipped, innovative, diverse, thoughtful and caring change-agents and because WCE is a comprehensive resource for schools. We accomplish this by: vertical, systemic, and individualized PDS support, extensive and thoughtful field experiences, faculty-student relationships, and high-quality instruction. Our continuous aim is to prepare educators to thrive in schools as they are and change schools to what they should be.

• WCE uses Community Cultural Wealth to drive instructional practice and innovation. This provides an environment that empowers, celebrates, and supports opportunities by being open to resistance and possibility.

• We hold mirrors to ourselves and provide caring critical friendships to colleagues and students. We boldly engage in using our voices to speak for ourselves and advocate for others. We don’t wait for others to speak or lead as a

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committed community and we welcome those who stand up and out and recognize/invite the different, the creative, the kooky, the warriors, and the weary. We model what it means to live within an imperfect community.

• WCE is a nexus of inquiry/people/practice/ideas/diversity that transforms the place and role of teaching, leading, and learning worldwide.

• WCE is a community model for facing and healing hard histories in order to foster emotional, psychological, embodied, and intellectual freedom and is a place/community where equity is supported and lived.

Following the development and presentation of the Provocative Propositions, the facilitator asked for a “champion” for each of the propositions and invited participants to join a champion in working on action plans for a provocative proposition of interest to them. There were two orphans or outliers that were identified and the facilitator asked for someone who might like to work with them and one participant took them to a table to work on. A template for Action Plans was provided to each group, and they were encouraged to incorporate their creativity and insights in developing their plans, using the template as an organizing framework. Each group shared their completed action plan with all participants for review and discussion. The intention was for the final step to involve again using the green, yellow and red cards to indicate if we “got it right.” However, a collective decision was made to move forward rather than evaluate the action plans as participants wanted time to further consider them. Action plans are listed in Appendix D. Results In defining what would be evidence of success, the facilitator asked participants to think about “What indicators that will help you know we are succeeding? Then she asked them to take 5 minutes to write each indicator on a sticky note and put it on the success wall. This is incorporated sorted on the success wall for theme analysis. Further results were identified as a factor in the Action Plans above, any completed Action Plans results have been incorporated into the evidence from the success wall activity. Common Themes

• Graduate Success • Organizational Structure and Curriculum • Enrollment Growth • Stakeholder Relationships • Member Attitude and Perspectives • Diversity and Inclusion • Research Sharing • Updates and Assessment

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• Miscellaneous While some members of the WCE community dropped in when they could and others left as needed before the end of the event, there were consistently 80 people participating at any given time. In closing, Dean Dempsey invited the 80 participants in attendance to join together in forming an equidistant sharing circle. Dr. Dempsey then shared his observations and perspectives of the day, encouraged participants to share their thoughts, and thanked everyone for their time, effort, energy and insights. Please note in the appendices below, you will find:

Þ Appendix A. SOAR Themes and Member Statements

Þ Appendix B. Opportunities Themes and Member Statements from Wishing Wall

Þ Appendix C. Results Themes and Member Statements from Success Wall and Action Plans

Þ Appendix D. Action Plans

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Appendix A

SOAR Themes and Member Statements

Strengths Themes and Member Statements from AI Interview

Theme Member Statements Social Justice & Equity Advocate Shared commitment to equity

Freedom to Take Risks

Difference makers Freedom Proactive/initiative Courage, heart, brain Perseverance Empowerment Inspiration Opportunities to take risks

and think outside the box Carpe diem Innovation and imagination Freedom to take risks Persistence Strength

Collaboration & Communication

Communication Reciprocal appreciation/understanding

Speaking out, back, truth Collaboration Creating connections Teamwork Connections

Trust Vulnerability Trust

Student First

Student Centered Students first Creating relevant and

meaningful experiences Active listening to our

students Teachers in the field share

passion with students

Passion Passion for subject area Dedication Pasion

Human Kindness Peace Caring Kindness Compassion

Connections & Relationships

Connectivity Relationships Inclusive Community Valued, seen, and heard in

full person Relationship

Sense of belonging Welcoming Community Family Feeling valued

Commitment

Persistence Commitment to change and growth

Commitment to students Commitment to profession Commitment

Growth & Support Growth Unfamiliarity promote

growth Value of learning from each Seeing yourself through eyes

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other of students and colleagues Being genuinely supported

and having opportunities to support others

Evolving

Support Mutually supportive people The importance of support

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Appendix B Opportunities Themes and Member Statements from Wishing Wall

Theme Member Statements

Community

Wishes: More community involvement à campus; more visibility

Continued and improved sense of family and community environment

To make a lasting impact (positive) on the community

All feel a part of the community

Provide more opportunities to build community in Watson – online teaching means faculty has less reason to come to Watson

For this sense of community and trust to always continue

Diversity, Social Justice, and Equity

Watson take more significant leadership role in SENC in relation to diversity PK-12

Increase number of teacher candidates of color

My wish is that we commit to making anti-racism a key part of our practitioner training (along with other issues of identity and equality)

A TE and grad program with a focus on urban education

A fully planned and supported initiative to recruit and reform faculty, staff, and students of color

I wish that everyone in the Watson College could understand why faculty of color might need to meet with and only with faculty color

Inclusion on all levels I wish we had more diversity in our student body (and teacher candidates nationally)

Program/curriculum that focuses on racism and decolonization

For Watson to discover, advocate and showcase inclusion and diversity in all forms and glories

Equal opportunity for all faculty and staff

Increased diversity in student body and faculty

For WCE to be diverse Create an environment that lures diverse populations of students

I wish for diversity A renewed focus on diversity (requirement and field

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experiences) Diversity I wish for more faculty of

color Latinx and diverse families

feel welcome We had a truly diverse

faculty, staff and student body

I wish for more diversity in student body (race and gender)

Helping our students embrace social justice and understand it

Innovation and Initiatives

Watson take more significant leadership role in supporting innovation PK-12

Recognized for outstanding and innovative teaching

Create and implement innovations that are durable and sustainable

I wish WCE had a bevy of paid externships where exemplary students could partner with businesses to develop applied learning curricula relevant to the workplace

Space

I wish WCE had more office space

Transform the outside to a useable space

Watson to have an outdoor classroom and office space – Sun = productivity

Spaces inside and outside for us to work

To have sufficient space for classes and offices

About a concrete commitment to environmental responsibility in its programs

The Dream for Education

Successfully attract more people to the teaching profession

I wish each student could discover that they don’t have to put their whole identity into being a “teacher” and that part of their identity feeds into their whole being

Wish we had a society that values teachers better

To work toward the collective good and improve education

We could overcome negative stereotypes in education for future teachers

Student Financial Support I wish students did not have

to worry about money or financial hardships while

Scholarships specifically for internship semester

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they are in school so they can completely immerse themselves in other education or during internships

More financial support for students

Graduate Programs

Doctoral programs that are each individual programs

Equity with undergraduate programs in how WCE values and resources its graduate programs

Established a department of higher education

Hire more faculty in the EDL program

Have all Ed.D. students complete in max 5 years

Admit 50 into doctoral program

Grow graduate programs, including spec ed mat

I wish we had more doctoral programs

Resources

Support from staff and national resources to enable WCE to implement real change

Right people hired for right positions

Responsible growth (programs, initiatives, space, faculty, and staff)

Increase enrollment

Opportunities and initiatives are not overwhelming to current resources

Teaching fellows program @UNCW

Funds Money to bring others along on travel opp (Stuff and community)

Funds for staff initiatives - Cultural activities fund for

faculty - What could staff use?

Additional funds to support the work without partnership teachers in the professional development system

More transparency with budget and decisions with college

Continued growth and achievement collegewide

All the funding required to do the work that needs done and adequately compensated faculty and staff

Resources are available for needs

Watson had more grants to do amazing things

Advising dissertations count as instruction

All employees have fair Embrace all of their programs

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compensation, really fair no State-of-NC fair

equally

Strategically transition to 3/2 load (faculty)

We had the resources of mega schools (endowment/scholarships)

Larger research grant opportunities

Partnerships

An intentional, authentic partnerships that considers adulthood learning

Local school community to know wealth of knowledge/resources at Watson (beyond field exp/interns)

More PD with schools (this summer)

Clarify our regional/state service goals

For DC Virgo to be a model of collaborative school with sustained success

More collaboration across campus

Watson works collaboratively to make a difference in the lives of DCVPA academically and emotionally

That our PDA partners fell a part of WCE

To organize all stakeholders at WCE to work cooperatively and with firm commitment to Watson goals

WCE be recognized as a community partner

Build on collaborative relationships that support teachers and students

Connect Watson staff to classrooms, not just students

Research

I wish Watson would have more research cous on education practices

Collaborative research center

Community engaged research institute that focuses on methods and critical methodologies

Respect and Influence

To be nationally recognized for our programs

Watson to be known worldwide

For our expertise to be sought at more readily be local districts

Positively influence legislation that supports teachers and students

Be respectful across the state. In same view a UNC on our own merits

Recognition that Watson is more than teacher education

WCE be a hub of support for WCE has a powerful impact

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education in our region in the short, mid, and long-term

Watson has more influence with legislators

For Watson to have positive impact in our region for both students and educators

WCE to be recognized for outstanding practices in educator development

Environment

We find our differences of opinions/ideas as opportunities instead of threats

That all our faculty and staff feel supported in their work at WCE

Transparency Maintain supportive/friendly environment as we grow

Continue to be known for ‘family’ mentality and support

To provide all WCE stakeholders with personal and professional health and well-being to fully commit to the teaching profession

Continue supportive, collaborative work environment

Intentionality

Faculty Engagement

That we find joy in our work To be seen more fully For WCE to create more

spaces for transformative conversation and scholarship

Appreciation of other as people and colleagues. Joy in our work

Students, staff, and faculty always feel valued

All faculty felt engaged and appreciated

Every person has a voice that is heard and appreciated

More collegewide gathering with minimal agendas to support natural collaboration and potential growth

All voice to be valued

Quality of Graduates/Students

I wish that all students prepared in the WCE are well-equipped to provide best teaching practices to public school classrooms

Student success with edtPA

Teachers from WCE stat in the profession

Inspire our students to be lifelong learners

Let go of outside certifying agencies and embrace what it knows about educating

Students to leave confident in and with the ability to speak about their strengths

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Create life-long learners Higher expectations for our students

100% pass rate on Praxis core DC Virgo excels at state tests Truly and authentically meet

the needs of society

Reorganization

Structured opportunities for cross-departmental collaboration

Organizational structure that maximizes faculty expertise

Stronger interdisciplinary identity

Collegewide reorganization that create a more cohesive and collaborative use of human talent and fiscal and physical resources

Support

Develop personally to better help others

Seamless, dependable, authentic support for our students from the beginning of their programs through their first years of teaching

Graduates want to return, to receive support (if needed) and provide to current students

Continued dedication to students, teachers, schools, community

Stronger cycle of support. Grad à current students à children

All of the students have fulfilling experiences and feel prepared

Ability to provide educational opportunities to those in the community – similar to Swan Center of Continuing Ed programs

Better support for partnership teachers

Curriculum and Programming

I wish we had more critical pedagogy with undergrads

All classes had a service component

All students, faculty, and staff have a cultural, study abroad experience

Clarity of focus for future

For a student culture of reading theory

For placement with no scripted curriculum

More alignment of programs with college mission

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Appendix C

Results Themes and Member Statements from Success Wall and Action Plans

Theme Members Statements

Graduate Success

Successful student, teachers, and UNCW faculty in partnership schools

Follow our graduates’ yearly w/ surveys/assessments to understand if our preparation strategies were relevant and beneficial. Found out how we can improve

Students remain in contact throughout the end of their program and while in their classrooms to ensure success and support for current and future educators and the students they impact

Feedback from recent graduates demonstrates that they feel prepared to overcome the obstacles they face in their first years of teaching

That our alumni would become WCE partners and invest in future educators (full circle experience)

Schools report that our students/pre-service teachers create nurturing learning environments for their students social/emotional learning

My graduates have a 100% hiring rate after graduation and 80% retention rate after 5 years

Graduates employed

Students are getting jobs Students who stay in the teaching profession confident in their career choice

Principals call me first when they have open positions b/c our students do so well

Organizational Structure and Curriculum

We transition successfully to 3/2 load with some faculty autonomy in how we use the “new” time

We have numerous outdoor classrooms

We add new initiative only if they align with our values

Fewer initiatives w/ intentional connections across the diverse work of the college

Service learning is happing – We encourage the arts

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community involvement education in all curricular areas

Each doctoral track is it’s own program

We have a Watson campus within the greater UNCW campus that includes all of our entities/units

*New concentration or programs online [Graduate]

*Changes to faculty workload to support doc education

*Creation of internship programs/pathways [doctoral students]

Enrollment Growth

Increased enrollment Increased enrollments in WCE teacher preparation programs

Student recruitment up; New programs – grad; Clear goals, clear measures, meeting objectives

Enrollment growth

*Increase enrollment/demand [graduate level]

*Continued student interest in existing [graduate] programs

Stakeholder Relationships

Partnership teachers who consistently offer strong, positive feedback about the content knowledge and skills of our WCE black students

WCE is just one PDS in our partnership and the work we engage in is mutually beneficial

Regional schools (students) are improving

Community/stakeholders reaching out to Watson to lead/help

All stakeholders are at the table We have a way to be sure a wide variety of stakeholders are at the table

*PDS – Alt Pilot Program

Member Attitude and Perspectives

There are more people to catch eyes with when shit goes down!

Synergy

People (alumni, community members, current/future students) want to be part of what is happening at Watson

We are working together within and across programs/departments and its not done as an after thought

People engage in honest discussion esp. when tension is high and it is most

Joyful participation of faculty, staff, and students

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difficult. No more background griping

We have an accounting of initiatives, work, stuff we do… and how they link with our core values

Folks will cease using deficit perspectives and are more able to call out others who do

We have the willingness of everyone to “buy” into our next steps for change

Diversity and Inclusion

More diverse student body For Watson to be leading diversity initiatives in SENC schools

More diverse faculty and student population

More faculty, staff, and students of color!

Diverse students, staff, faculty When discussions of equity and diversity are embedded in policies and curriculum and programs and it is truly what we stand for and do

People of color will “feel” differently in WCE

Schools are filled with diverse, well-equipped teachers

Multiple perspectives from various diverse groups are included in coursework materials, committees, assignments, etc.

*Can measure increased participation in diverse settings by analyzing school demographics. Program evaluation data

Research Sharing

We are sharing our research priorities

Strategies being shared with teachers

Becoming a hub for problem solving, creating new opportunities, community engagement, etc. for a variety of institutions of higher ed

Updates and Assessment

Regular updates Follow up email with next steps!

Follow up communication Regular updates Analysis of the results Data/outcomes Execution and follow-through That it’s being executed Hear other’s success stories. A

tangible plan with specific steps

*Completion of feasibility study [expanding graduate programs]

Miscellaneous We have 100+ scholarships for students in need

Legislators will call us to ask us what we want

* Indicates data from “Results” column of action plans:

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Appendix D

Action Plans

Goal/Strategy: Through the lenses of intentional programming and instruction, WCE embraces change while empowering others to be change makers and active citizens embodying equity, inclusion and diversity.

Group Participants:

Angelica Gathings, Cindy Wiseman, Frances Williams, MJ Giammaria, Jessica Rivenbark Champion: Mel Newcity

What action steps are you proposing

to make this goal/strategy

happen?

Who needs to be involved?

What resources are required? Timelines?

What can you offer and commit

to?

Results/How do we know it is happening?

Action Step One - Data Collection

1. 1. Investigate, collect data about university policies and practices relative to goal

2. 2. Survey WCE faculty, staff, alumni, partners to gather data about historical perspectives in relation to change

Students, alumni, faculty, staff, partners, university-wide personnel

Time and resources to administer surveys (Time, money and people)

Annual survey with 30-day window, may administer annually

Administer survey and aggregate data

Personal narratives, data, transparency

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3. 3. Survey targeted university-wide personnel for additional perspective

Action Step Two - Participate in professional development and networking opportunities to stay current in changes on a national land global scale.

WCE faculty, students, staff

Budget for professional development, grants

Ongoing Dependent on budget Consideration for research Growth mindset is necessary!

Presentations Reflected in implementation Measure against post-secondary entities

Action Step Three - Commit to continuous improvement as a college

Faculty, staff, students, partners

Time and discussion

Ongoing Can commit to having a growth mindset and willingness to participate

Action Step Four - Provide meaningful experiences and interactions in diverse settings

Faculty, staff, partnership schools

Funding for partners, time for faculty to establish relationships

Ongoing Can commit time Facilitate placements in settings

Can measure increased participation in diverse settings by analyzing school demographics. Program evaluation data

Goal/Strategy: WCE is a community model for facing and healing hard histories in order to foster emotional, psychological, embodied, and intellectual freedom and is a place/community where equity is supported and lived.

Group Participants: Tracy, Amy Senta, Jodi Hebert Champion: Watson, UNCW,

and society

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happen?




to?


Deliberate discussion of what are some hard histories that have contributed to oppression and inequities in our layered contexts? Educational policy Town Teacher Ed Outdoor experiences Schooling Funding of social services Forms of oppression: racism and classroom low expectations sexism

Watson, UNCW, schools, society

historians, time, space

Goal/Strategy: WCE leads a comprehensive educational network of diverse learners, educators, and stakeholders through innovative and evidence-based practices and policies that transcend discipline and advances excellence in education

Group Participants: Steven, Jim, Gianna, Jim, Carol, Amy, Heidi Champion: Amy Moody



What resources are required? Timelines? What can you

offer and commit Results/How do

we know it is

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happen?

to? happening?

Leveraging our relationships between DC Virgo and Issac Bear by -further implementing the Faculty in Residence and making this more intentional - Bridging the research to practice gap. - We must do a better job in getting to know these places and the faculty, staff, children, and families who are part of these school communities. - Sustaining those relationships over time versus semester to semester commitment - long-term commitments to projects. (intentional and sustainable) -Doing needs

Coordinator from both Isaac Bear and DC Virgo Principals Faculty - Virgo, Bear, and UNCW

Course release Big Fat Grants Record of what was done, how it was done, and the results

Numerous - short, long,

The interest is there.

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assessments -Looking at the current work at DC Virgo through faculty in residence and other projects then replicating that in other schools. -Figuring out a model of sustainability for the Faculty in Residence (DC Virgo and other) 1. Define what leadership looks like for Watson (Leader can be defined as those that have followers- if we are a leader, do we have people looking to us for their education, etc....) 2. Capture what is happening already and build/expand on those strengths - we must tell our story 3. Decide on what it is that we want to be known for, "What is our Thing?"

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Goal/Strategy: Prepare future educators for the challenges and obstacles that they will encounter and who are resilient and passionate about sharing content and sustaining the love of learning.

Group Participants:

Katie Schlicting, Kathy Fox, Tracy Hargrove, Harris Muhlshein, Diane Lane, Angie Reid-Griffin, Sue Kezios, Maggie Guggenheimer, Nicole Geczi

Champion: Katie Schlicting and Kathy Fox



happen?




to?


1. Advocate for teacher pay 2. Advocate for professional support for teachers, especially beginning teachers 3. PD support for teachers - leadership, teacher driven 4. Support teacher autonomy, self-growth 5. Provide leadership opportunities for educators 6. Create a PD program that supports educators to train and work with each other

Faculty at all levels Surveys Support for schools to promote teachers as leaders

Pre and post surveys Ongoing

Designing and implementing seminars to promote leadership professionalism Add to existing syllabi ways to promote teacher leadership

Goal/Strategy: UNCW becomes the premier go-to for education

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Group Participants: Joy childs. Jenn Hatch Knight, Ashley Grindstaff, Jeremy Hillburn, James Taylor, Courtney Townsend, Robert Smith, Sharon

Champion:

What action steps are you proposing to make

this goal/strategy happen?




to?


Communication/marketing team targets unique strength of WCE. Developing Watson Branding. Offer a variety of in-depth experiences to strengthen student interactions (rural, urban, lab school, etc.) Develop a network of collaborative inquiry schools (true PDS model)

Goal/Strategy: WCE seamlessly and bi-directionally connects faculty and teachers. WCE shares current research-based agendas with schools to address their self-identified needs and all faculty choose to spend time in schools every year to exchange information and stay informed about what happens in the field.

Group Participants: Ronnie Weppler, Michelle Hafey Champion: Candace Blanke &

Jerry Zinner What action steps are you proposing


happen?




to?


1. Create a program of expectations where faculty will visit schools on a regular basis to

1. PDS, principals, chairs/program coordinators 2. Policy Committee? Curriculum

1. Time (course loads), Survey of school/teacher needs, input from stakeholders 2. Proposal writer

1. 1 year 2. 1 year

1. Ronnie and Jerry offer to be part of planning process. 2. Jerry and Ronnie commit to soliciting faculty input.

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ascertain needs and provide professional guidance. 2. Write policy/move program into policy.

committee?

Goal/Strategy:

Informing/Communicating/Laying the Foundation: Informing/Communicating/Laying the Foundation • Conduct a college-wide cultural audit to get a sense of what people know and where we need support and build knowledge • Inform people about CCW – departmental summits • Draw upon talent and expertise of faculty and educators in this critical area • Provide opportunities for faculty, staff, and students to engage in learning opportunities for applying tenets of cultural wealth – tie to classroom, informal learning environments, research • Partnering with diversity committee (WCE, Randall) in planning reading circles, inviting scholars and educators engaged in this work to share their knowledge and experiences • Calling attention to deficit language and learning • Provide ongoing training for incoming students, faculty and staff • Introduce concept and theory in education learning community (Lee Ann) • Pilot a course(s) with a field experience • Use this as a tool for attracting faculty and students • Creating an urban and rural education program that utilizes and centers the concept of cultural wealth to undergird instructional practice, research, and innovation. • Provide an ongoing safe space to discuss/disagree/face tensions and learn about biases, struggles, successes, failures, etc. • All freshman students to the entire duration that they are at UNCW to participate in ongoing conversations, seminars, discussion groups, workshops, etc. • Ongoing community experiences in diverse settings, service learning with diverse groups • Developing an official college discourse as a tool for all faculty and staff.

Group Participants: Lee Ann Smith, Traci Bellas, Caitlin Ryan, Daisy Barreto, Wilson Okello, Tonia McKoy, Candace Thompson Champion:

• Learning community instructor • Ed Lab personnel, Field supervisors? • Diversity Comm • Faculty, School Partners, Community Partners (Boys &

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Girls Club, LINCS), Minority-serving colleges/universities in the system • Upperman, Centro Hispano, LGBTQYA, Women studies, Department of Sociology • Randall library (L. Coats) • Critical multicultural educators from across the state and the nation



happen?




to?


•Conduct a college-wide cultural audit to get a sense of what people know and where we need support and build knowledge

• Inform people about CCW – departmental summits

• Draw upon talent and expertise of faculty and educators in this

• Learning community instructor • Ed Lab personnel, Field supervisors? • Diversity Comm • Faculty, School Partners, Community Partners (Boys & Girls Club, LINCS), Minority-serving colleges/universities

Communication strategies Committee to plan/lead reading circles, plan dialogues in collaboration with partners, colleagues, and guest scholars Fiscal resources for professional speakers, auditors, facilitators Cadre of

Developing a plan of action must first be fleshed out before a timeline can be set, but first order of business is clearly articulating the actions and inviting those who have expertise, talent and a willingness to participate.

Serve as expertise support Serve on planning committees for guest speakers, reading circles, tap into research groups in Watson and across campus to engage focus on this area work on developing a pilot program with a focus on urban

27

critical area •

Provide opportunities for faculty, staff, and students to engage in learning opportunities for applying tenets of cultural wealth – tie to classroom, informal learning environments, research

• Partnering with diversity committee (WCE, Randall) in planning reading circles, inviting scholars and educators engaged in this work to share their knowledge and experiences

• Calling attention to deficit language and learning

• Provide ongoing training for incoming students, faculty and staff

• Introduce concept and theory in

in the system • Upperman, Centro Hispano, LGBTQIA, Women studies, Department of Sociology • Randall library (L. Coats) • Critical multicultural educators from across the state and the nation

committed people education

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education learning community (Lee Ann)

• Pilot a course(s) with a field experience

• Use this as a tool for attracting faculty and students

• Creating an urban and rural education program that utilizes and centers the concept of cultural wealth to undergird instructional practice, research, and innovation.

• Provide an ongoing safe space to discuss/disagree/face tensions and learn about biases, struggles, successes, failures, etc.

• All freshman students to the entire duration that they are at UNCW to participate in ongoing conversations,

29

seminars, discussion groups, workshops, etc.

• Ongoing community experiences in diverse settings, service learning with diverse groups

• Developing an official college discourse as a tool for all faculty and staff.

Goal/Strategy: Make Watson the go-to-subject matter expert in education innovation, implementation and legislation.

Group Participants:

Angela Housand, Susan Finley, Somer Lewis, Brian Brinkley, Nancy ____ (out-of-area person for Greensboro area), Allison Rankin, Stephanie Glowa, Logan McKnight, Emily Sobul

Champion:



happen?




to?


Articulate the relevance of each program, center, and outreach activity. Answer the question, "So What and Who Cares?"

Everyone An inventory of all the things WCE is involved with and

who the point person is - from the Dean's office all the

way down.

6 months? Help map relevance and influence sectors.

Goal/Strategy: To identify core values/roots/singular purpose. The value of education – the why of education. 1. Bring people to the tale; 2. Leverage our expertise; 3. Expand our connections. Lead the way

30

Group Participants: Angela, Nancy, Susan Finley, Samer, Brian B. Allison, Stephanie B, Logan, Emily Sobul Champion:

What action steps are you proposing to

make this goal/strategy

happen?




to?


• Create Foundation

• Bring people to the table – invite/dev. Advisory boards/conduct survey’s and focus groups. (Define process to accomplish something)

• Creating relevance – why we need *** students, good decision makers, productive citizens

Goal/Strategy: Internship infrastructure for doc/grad students

Group Participants: Andy, Tina, Tammy Champion: Kevin What action steps

are you proposing to make this

goal/strategy happen?




to?


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Create structured internship opportunities and pathways Develop necessary partnerships/internship site hosts Provide coordinators with time/resources to develop pathways Hire grad professional experience coordinator

Doc coordinators $ to develop ideas/sites

Coordinator (?)

Faculty Time

Partnerships

1 year Creation of internship programs/pathways

Goal/Strategy: Expanding/magnifying place of doctoral education

Group Participants: Andy, Tina, Tammy Champion: Kevin



happen?




to?


Additional concentrations and/or new programs (not just concentrations) Faculty release time for dissertation advising Additional

Dean, EDL, faculty, doc, coordinators

Faculty time, $ 2-3 years Continued student interest in existing programs New concentration or programs come online Changes to faculty workload to support doc education

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personnel for administration, recruitment, coaching, paperwork, data, assessment Feasibility study

Completion of feasibility study

Goal/Strategy: Professional development across programs and pathways (expanded PDS-ish idea – not just K-12)[Principals, superintendents, instructional designers, TESOL, Higher Ed]




happen?




to?


Understanding how PDS works à make sure folks who may not know how it works do Resources to support expansion/additional people Feasibility study à which programs want to be involved and see value Pilot new PDS program(s)

Somer Dean

$, Positions, space 2-years PDS-alt pilot program

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Goal/Strategy: Increasing graduate level recruitment initiatives




happen?




to?


Create time/resources for faculty to recruit more Add a position similar to Dean’s focused on graduate education à someone able to travel to events Develop new recruitment digital materials and website redesign

Grad coordinators Marketing Dean Susan Krysti HR

1 year Increased enrollment Increased demand

Goal/Strategy: Prepare future educators for the challenges and obstacles that they will encounter and who are resilient and passionate about sharing content and sustaining the love of learning. [More from mindset of obstacle/barrier to a mindset of challenge]

Group Participants: Maggie, Tracy, Diane, Sue, Katie, Angie, Nicole, Harris, Kathy Champion: All



happen?




to?


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1. Advocate for teacher pay

2. Advocate for professional support for teachers – especially beginning

3. PD support for teacher – leadership, teacher driven

4. Support teacher autonomy, self-growth

5. Provide leadership opportunities for educators

6. Encounter obstacles in classroom that are real life

7. Create a PD program that supports educators to train/work with each other

Faculty at all levels Surveys

Support for schools to promote

teachers as leaders

Pre- and post Ongoing

Design and implement seminars to promote leadership professionalism Add to existing syllabi ways to promote teacher leadership

Look at state data – what are existing challenges Promote experiences where they will see real life obstacles

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Documents

Charting the Course; Navigating the Future The Watson ... › ed › chartthecourse › documents › watsonsetssaildayreport.pdfSail Day”, and a summary of emergent themes and information