Project PRE
Project PRE: Partnering to Reform Education
Professional Colleges
Teacher education programming at the University has been enriched through the collaborative work between the Colleges of Education (COE), Colleges of Arts and Sciences (CA&S), Business (CB), Health and Human Performance (HHP), and Technology (COT). Each of the units outside of the COE has a strong core of faculty members who come together with colleagues from the COE and from area K-12 schools to plan, implement and assess teacher preparation programs. To facilitate the revision of the teacher education program, and after careful assessment of current programs, teacher education exists as an all-university partnership. Design teams and task forces composed of experienced k-12 teachers, faculty members in the professional schools with teacher education programs will continue their collaboration to enhance the proposals for the redesign of the teacher education programs on campus. The proposals will be linked to programs and campus initiatives that promote experiential learning and strong clinical sites at the partner schools.
Professional Development Schools/Districts
Throughout its ten year history, the Professional Development School
(PDS) partnership has continued to enhance the educational and
development opportunities for students, teachers, and administrators of
the schools as well as the University. Having expanded to five
districts with twenty schools involved, the partnership is now an
integral component of the Project PRE grant and will benefit from the
activities scheduled for the duration of the five year grant.
Teachers in the Partner schools will have many opportunities to expand
their specific content area knowledge
through summer workshops. Summer workshops will also provide an
opportunity for learning how to integrate computer technology into
classroom curriculums.
Enhancing the leadership skills of partner principals is also included
in the grant activities. Current, new, and prospective principals from
the five Professional Development School districts will have the
opportunity to take part in monthly seminars conducted by faculty from
the Educational Leadership, Administration, and Foundations Department
in the College of Education.
Project PRE Leadership Team
Co-directors
Governance of the project is a continuation of the core value of collaboration in all aspects of the grant. The leadership for the project consists of three co-directors, Dr. Rebecca Libler, Associate Dean, College of Education, Dr. N. Ann Rider, Arts and Sciences, and Holly Pies, Vigo County School Corporation. Each co-director has the responsibility of fiscal management and for the day-to-day operations of the project.
Project Action Coordinators
The Co-directors are being assisted by the Project Action Coordinators
(PAC) who are responsible for coordinating actions in the major themes
of the Partnership and this project. The themes are
(1) faculty professional development
(2) technology, distance learning and data
system
(3) clinical
experience development
(4) PDS
partnership operations
(5) school leader development and
(6) Center of Pedagogy development
and operation.
Director of Evaluation
Dr. Linnea Rademaker, Director of Evaluation, assumes the responsibility for project evaluation and will be assisted by external evaluation consultants. The Director of Evaluation assures the objectives of Project PRE have been met through surveys, interviews, and visits to grant activities.
Project Advisory Board
The leadership team is assisted by the Project Advisory Board (PAB), whose members provide advice and guidance to members of the grant leadership and stakeholders, composed of the Dean, College of Education, Dean, College of Arts and Sciences, Associate Vice President for Academic Affairs, Deputy Superintendent from a partner district, Chair of the Department of Curriculum, Instruction, and Media Technology (CIMT), Chair of the Department of Elementary and Early Childhood Education, Chair of the Department of Educational Administration, Leadership, and Foundations, Director of Technology in the School of Education, two building principals from partner schools, two elementary teachers from partner schools, two secondary teachers from partner schools, four chairs from the College of Arts and Sciences, and one representative from the business partner. The president and provost of the University and five superintendents of the partner districts are serving in an ex-officio capacity to the Board.