The following considerations are designed to guide the development, implementation, and evaluation of partnership activities.
Considerations for Individual Projects
- Coherence with the mission and vision of the partnership: In what ways does this project address the goals laid out in the mission and vision statements?
- Benefit/impact on children, practicing teachers, and interns: Specifically, what will be the benefits/impact on those involved or peripherally impacted?
- Sustainability (use of resources): What will be the costs? (time, space, transportation, communications, food, operating costs (energy) materials, staff) Are there possibilities for continuing or replicating this project?
- Communication: How will opportunities for participation be communicated to staff, families & children. How will lessons learned from the project be communicated to the AAPS and U-M communities? In what ways will the project be represented so that parents and community members easily comprehend it (including regular use of multiple languages)?
- Curricular “accounting”: How does the project support or impact the curriculum? Is the project supplementing, enhancing, augmenting, or replacing district curriculum? Is there a balance between enrichment activities and academically focused activities?
- Evaluation: What is the plan for evaluating the impact of the initiative? How will evaluation results be shared?
- Research: Will there be aspects of this project that will be part of a research project? Have procedures been put in place for informed consent? Are there plans for engaging participants in the research process and reporting on findings?
- Access: What children/adults/families get to be involved? (Examples: low and higher achievers; special needs students; ELL)? What are the logistics that will make access possible? (example: Informing families in multiple languages) Are there ways to open up access to involvement?
Considerations for Partnership Activity as a Whole
- Collective impact: Is there a balance of small vs. large initiatives? What is the cumulative impact of the array of projects?
- Origins of the initiatives: Is there a balance of projects that are proposed by the university and by the teachers? Have the resources first been focused on Mitchell-Scarlett and School of Education initiatives? Have initiatives proposed from outside the partnership been vetted using the design principles?
- Coherence of the learning agenda for teachers: Are there strands or themes to the professional development opportunities? Are teachers involved in determining what “coherence” means?
- Intensity of workload: Are there reasonable levels of expectations for all the people involved—teachers, children, teacher educators, interns? Does the cumulative “load” for all involved constitute a reasonable workload?