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Appendix A: Partnership Questions in the Math and Science Partnership Program Management Information System (MSP-MIS)

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APPENDIX A

PARTNERSHIP QUESTIONS IN THE MATH AND SCIENCE PARTNERSHIP PROGRAM MANAGEMENT INFORMATION SYSTEM (MSP-MIS)1

Annual IHE Participant Survey, 2003-2004

Question Response Options
Using the table below, identify the Management and other MSP-related Activities that you participated in during the 2003-04 school year.
  1. Serve as a member of the partnership management structure (e.g. help develop a strategic plan, participate in monthly MSP management meetings)
  2. Help develop joint databases or facilitate data sharing between K-12 and IHE partners
  3. Help create formal links between all MSP core partners (e.g., establish connections between high school STEM departments and corresponding disciplinary fields at your IHE)
  4. Help align teacher certification program requirements among partner IHEs (e.g., adopt a common course numbering or sequencing system)
  1. Yes
  2. No

Annual Project Survey, 2003-2004

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Question Response Options
Partnership organization name:____________________ N/A
Is this organization a core or supporting partner?
  1. Core partner (i.e., a partner that shares responsibility and accountability for the MSP project.  All core partner organizations are required to provide evidence of their commitment to undergo the coordinated institutional change necessary to sustain the partnership effort beyond the funding period.)
  2. Supporting partner (i.e., a partner that is not required to commit to the institutional change necessary to sustain project activities beyond the funding period, but is an important stakeholder/stakeholder organization in K-12 mathematics and science education.)
Provide the following information for the primary MSP contact at this partnership organization.
  1. Name
  2. Title
  3. Street Address
  4. City
  5. State
  6. Zip code
  7. Phone number
  8. Fax number
  9. E-mail
  10. Web address
To what extent did each of the following hinder your efforts to engage or organize your partners during the [INSERT SCHOOL YEAR] school year?
  1. Lack of time or other resources among IHE partners
  2. Lack of time or other resources among K-12 partners
  3. Lack of time or other resources among other partners
  4. Low levels of commitment or interest among IHE partners
  5. Low levels of commitment or interest among K-12 partners
  6. Low levels of commitment or interest among other partners
  7. Lack of flexibility among IHE partners
  8. Lack of flexibility among K-12 partners
  9. Lack of flexibility among other partners
  10. Conflicting goals or missions among all MSP partners
  11. Unbalanced levels or authority and decision making ability among core MSP partners
  12. Poor communication among all MSP partners
  1. To a large extent
  2. To a moderate extent
  3. To a small extent
  4. Not at all
What lessons have you learned regarding efforts to engage partners that would be of use to other MSP projects? N/A
Describe any new practices or policies that your IHE partners implemented during the [INSERT SCHOOL YEAR] school year to reward IHE STEM faculty for (a) strengthening their own teaching practices or (b) participating in K-20 teacher preparation and professional development programs. N/A
Describe any new practices or policies that your IHE partners implemented during the [INSERT SCHOOL YEAR] school year to encourage the IHE STEM faculty to take responsibility and accountability for MSP project goals (e.g., tie bonuses or tenure to achievement of MSP goals). N/A
Describe any new practices or polices that your K-12 partners implemented during the [INSERT SCHOOL YEAR] school year to bring about institutional change (e.g., through the redirection of resources). N/A
Describe any steps taken during the [INSERT SCHOOL YEAR] school year to encourage the long-term involvement and commitment of non-IHE mathematics, scientists, and/or engineers to participate in the improvement of K-20 educational practices. N/A
To what extent did each of the following hinder your efforts to make use of data to assess the implementation and impact of your MSP during the [INSERT SCHOOL YEAR] school year?
  1. Lack of available funding at the project or partner level
  2. Lack of available expertise at the project or partner level
  1. To a large extent
  2. To a moderate extent
  3. To a small extent
  4. Not at all
  5. Not applicable
(For projects currently working with one or more RETAs) To what extent did each of following hinder your ability to get involved with RETAs during the previous year?
  1. Convincing MSP partners that working with RETAs can benefit our project
  1. To a large extent
  2. To a moderate extent
  3. To a small extent
  4. Not at all
  1. (For projects not working with any RETAs) Did any of the following hinder your ability to get involved with RETAs during the previous year? (Check all that apply)
  1. Not knowing how to approach the RETAs (check one response)
  2. Not knowing who to contact at the RETAs (check one response
  3. Convincing certain MSP partners that working with RETAs can benefit our project
  4. Not being able to find a good match between our activities and those of certain RETAs
  5. Other:____________
  6. None of the above

Annual K-12 District Survey, 2003-2004

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Question Response Options
Indicate the number of K-12 participants in your district who were involved in the development and/or delivery of MSP activities during the [INSERT SCHOOL YEAR] school year:

NOTE – Count only those K-12 participants who were involved in the development and/or delivery of MSP activities, such as:

  • Co-teaching a pre-service course at a partner IHE
  • Revising challenging course curricula to align with state standards
  • Presenting at a summer institute

Do NOT count K-12 participants who were recipients of an MSP activity, such as:

  • Guidance counselors who received professional development
  • New K-12 teachers who took part in an induction program
  • K-12 administrators who attended a weekend seminar
  1. Number of teachers
  2. Number of principals, vice principals, and assistant principals
  3. Number of instructional coordinators and supervisors (e.g., curriculum specialists)
  4. Number of guidance counselors
  5. Number of district-level administrators/staff
  6. Other (specify)

1 No questionnaire items pertaining to partnerships were located in the Annual Institution of Higher Education (IHE) Survey, 2003-2004.Questions highlighted on page two are most relevant to the partnership study.

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