Project: Channel Islands

New Generation of Educators - Tracking Your Progress

Your New Generation of Educators grant proposal, Timeline and Management Plan, and Logic Model identify what you are trying to do and achieve. As you begin to implement the activities identified in your Timeline/Management Plan to meet your outcomes, it is important to establish a tracking process to ensure you remain focused on and can reach your long term outcomes. This tool is designed to help you collect the data or information you need to track your progress and to help you institute a process where you can consistently ensure you are, in fact, on track to implement your activities through the duration of the grant and beyond.

Step 1:

Using the short term and long term outcomes you identified in your logic model, identify the implementation milestones you will use to ensure that the plan is progressing by reviewing and identifying implementation milestones that will be met and data that indicate the strategy is having an impact.

Use the templates below as a way for strategy leaders to record or track progress and communicate progress to the Faculty Work Group.

Table 1: Milestones and Outcomes: Identification
June , 2015
Implementation Milestones
The key activities that must occur for implementation to be on track / October, 2015 Implementation Milestones / April, 2016
Implementation Milestones / Short Term Outcomes
(June, 2016)
as identified in the logic model / Milestones
(June, 2017) / Mid Term Outcomes
(June, 2018) / Milestones
(June, 2019) / Long TermOutcomes
(June, 2020)
as identified in the logic modeL / What are the measures for success that will indicate future teachers can implement CCSS, NGSS, & ELDS?
Creation of high school and middle school PDS sites and collaborations for the Single Subject program / Vibrant learning communities within all of the University’s PDS sites and collaborations / Highly prepared and skilled educators using best practices to prepare P-16 students in the region’s schools
Enhancement of existing elementary PDS sites and relationships at Laguna Vista Elementary and Phoenix School / Candidates with more highly developed pedagogy and content knowledge due to enhanced clinical experiences / Rigorous and highly effective teacher preparation utilizing resources of the University and its school partners
Increased participation in the Co-Teaching/Residency pathway for student teaching by credential candidates / A high functioning exchange of good practices and research between the University and its PDS partners / Strong relationships, trust and collaboration between the University and the community partners it works with
An established P-20 career pathway for teacher prep with TECA, the Oxnard Scholars program and Oxnard College / An increase in the number of students pursuing teaching careers in STEM and other high need content areas / An increase in the number of regional students attending college and pursuing credentials and graduate degrees
Increase in collaborative activities and training involving University and PDS site faculty and other partners / The development of higher levels of expertise, knowledge and life-long learning among the region’s educators

Step 2

As a team, meet quarterly specifically to track progress against your short term and long term outcomes. Record the milestones you met and did not meet, identify challenges where help or support is needed within your campus and K12 partnership, the Bechtel Foundation and/or technical assistance providers, or the CSU system to help your team meet your outcomes. You may also want to consider areas where you may need to change course based on the challenges.

Table 2: Milestones and Outcomes: Progress
June, 2015 Implementation Milestones Met / October, 2015 Implementation Milestones Met / April, 2016 Implementation Milestones Met / Short Term Outcomes June, 2016
as identified in the logic model / June, 2017Implementation Milestones Met / Long Term Outcomes (2020)
as identified in the logic model
Table 3: Challenges
Milestones Not Met / Challenges inhibiting Implementation / Help Needed / Next Steps / Person Responsible

For Table 3, you may want to consider the following questions when addressing the challenges in meeting your implementation milestones:

  • Should any deadlines for completion be changed? Be careful about making these changes --— know why efforts have fallen behind schedule before changing the schedule.
  • Are there sufficient resources (money, time, professional development, technical assistance, etc.) to achieve the outcomes?
  • Are there any priorities that should be changed to put more focus on achieving the set of activities that are not being implemented in a timely way?
  • What are the trends regarding the progress (or lack thereof) across all of the outcomes?
  • What actions, if any, are needed beyond the campus or district, particularly from the Chancellor’s Office, Bechtel and the technical assistance providers?

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