Extending University-Urban School Partnerships: The Memphis Striving

Readers Project

Richard Potts, Memphis City Schools

Elizabeth Heeren, Memphis City Schools

Regina Washington, Memphis City Schools

AERA Conference, March 27, 2008

Motivation behind MSRP

• Memphis is among the least-educated cities in the US– 24.3% of adults has less than a HS education

– 36.7% have HS diploma or equivalent

– 30.5% has Assoc. or some college

– 8.5% has at least a BA

• MCS is 21st largest K12 district in US >116,000 students– Over 95% of MCS’ 196 schools are Title I schools

– 71% of MCS students qualify for free/reduced price lunch

– MCS students are 87% AA; 9% White; 4% “other”

– In 85% of MCS schools, 33% of students change schools during yr

– 71% of

Overall MSRP Goals

To determine:

1. The effects of MCLA on core subject teachers’ knowledge and use of SBRR

2. The separate and combined effects of MCLA and Read 180 on students’ reading achievement levels, especially students who are identified as struggling readers

3. The separate and combined effects of MCLA and Read 180 on students’ achievement in core subjects, especially students who are identified as struggling readers

Overall MSRP Goals

To determine:

1. The effects of MCLA on core subject teachers’ knowledge and use of SBRR

2. The separate and combined effects of MCLA and Read 180 on students’ reading achievement levels, especially students who are identified as struggling readers

3. The separate and combined effects of MCLA and Read 180 on students’ achievement in core subjects, especially students who are identified as struggling readers

Overall MSRP Goals

To determine:

1. The effects of MCLA on core subject teachers’ knowledge and use of SBRR

2. The separate and combined effects of MCLA and Read 180 on students’ reading achievement levels, especially students who are identified as struggling readers

3. The separate and combined effects of MCLA and Read 180 on students’ achievement in core subjects, especially students who are identified as struggling readers

NSDC recommendations for policymakers

1. Ensure that professional development focuses on the subject matter teachers will be teaching.

2. Align teachers’ learning experiences with their real work experiences, using actual curriculum materials and assessments.

3. Provide adequate time for professional development and ensure that there are extended opportunities to learn emphasizing and analyzing students’ understanding of the subject matter.

4. Ensure that school districts have reliable systems for evaluating the impact of professional development on teacher practice and student learning.

Donovan & Greenburg, 2003• Launch new partnerships strategically.• Reconfigure existing partnerships thoughtfully.• Respect and encourage different kinds of leadership.• Carefully attend to the team leader’s role.• Institutionalize partnership work and roles early in the process.• Sustain the collaborative process through democratic conversations.• Engage partners through clearly defined and agreed-upon roles.• Determine institutional rewards for partnering.• Anticipate the likely challenges of partnership building.• Share data and use it strategically.• Build a culture of self-reflection and maximize opportunities for shared

learning.• Promote collaboration through funding.• Use partnerships to shape and implement policy.

Relevant Research Base

InstitutionalCommitments

Situational Context

Personal Attributes & Beliefs

Heuristic for School District – University Partnerships

Relevant Research

Base

Share data and use it strategically

•RBS provides external data

•Coaches and instructors participate in interviews

•Revised math sessions of MCLA

Institutional Commitments

Build a culture of self-reflection and maximize opportunities for

shared learning

•Santa Cruz training and CREDE encourage reflection

•Coaches reflect on their roles and present about their experiences

•PI’s meet regularly with district staff

Personal Attributes & Beliefs

Respect and encourage different types of leadership

•Visionary leaders and “on the ground” implementation

•Coaches encouraged to take on leadership roles

•Principals’ Fellowship creates site leaders

•Monthly conference calls with DOE

•Using data to shape MCS policy (coaches)

•SRG data impacts future legislation

•Presentations at multiple conferences

•RBS data to monitor and adjust project

Situational Context

Use partnerships to shape and implement policy