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National Mission Plan |
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[Prior to December 1999, the Clerc Center was known as Pre-College National Mission Programs as well as Pre-College Programs.] SummaryThe Pre-College National Mission Plan charts the course of change and provides a guide to the restructuring of Gallaudet University's Pre-College Programs. The plan emphasizes the heightened need for collaboration within Pre-College, with other divisions of the University and with schools and programs throughout the United States for the purpose of raising the academic achievement levels of deaf and hard of hearing students. The impetus behind the plan is the 1992 amendments to the Education of the Deaf Act (EDA). The Act requires Pre-College Programs to work collaboratively with programs across the nation to develop, evaluate and disseminate innovative curricula, materials and instructional strategies that are applicable in a variety of educational environments. The Act stipulates that Pre-College provide programs and services in an equitable manner to deaf and hard of hearing students distributed nationally across the spectrum of educational environments. Further, the statute requires that Pre-College provide training, technical assistance and outreach, establish and publicize research priorities through a process of public input, and disseminate information and follow-up services to ensure that they meet the needs of constituents and satisfy the mandate of the EDA. The Pre-College National Mission Plan was developed through an inclusive process that included the formation of a working committee composed of representatives from Pre-College and Academic Affairs. A variety of forums were offered for people to provide input and commentary upon the development of the Plan. Meetings and written correspondence with parents from the Pre-College demonstration schools were held, as were student focus groups. The National Mission Advisory Panel (N-MAP) reviewed extensively an earlier draft of the plan and comments were also solicited from fifteen major schools, representative of the spectrum of educational environments throughout the United States. The Plan outlines the major, substantive changes in the ways Pre-College National Mission Programs will utilize public input, partner programs and collaborative relationships with key representatives in the field of deaf education throughout the nation, the establishment of research and demonstration priorities, and the identification of exemplary programs and innovative strategies to be developed, tested and disseminated. The Plan further describes measurable goals for research, dissemination, evaluation, documentation, information-sharing and restructuring to ensure the equitable provision of information and services to deaf and hard of hearing children, their parents and the education professionals who work with them. The National MissionThe national mission of Gallaudet University's Pre-College Programs is to improve the quality of education afforded to deaf and hard-of-hearing students from birth to age 21 throughout the United States of America. Pre-College National Mission Programs p rovides national leadership in significantly increasing the academic achievement of deaf and hard of hearing students so that they may fully benefit from the promises of the 1990 Americans with Disabilities Act. Its two demonstration schools on Gallaudet' s campus work in a partnership with a network of exemplary programs and schools throughout the United States to develop, collect, disseminate, conduct research into and evaluate the most effective literacy strategies, family education methods, and school- to-work transition practices with deaf and hard of hearing students. Meeting the Congressional MandateIn 1992, the Education of the Deaf Act (EDA) was amended, based on recommendations from the Commission on the Education of the Deaf (COED). As a result, Gallaudet University established Pre-College National Mission Programs, which will be organized to ef fectively meet each requirement of the EDA. Pre-College National Mission Programs has been given the responsibility of developing, evaluating, and disseminating innovative curricula, materials, and instructional techniques and strategies to be utilized in a broad spectrum of educational environments serving children who are deaf and hard of hearing throughout the United States. Services provided and modeled also include transition services and career technology (including vocational exposure and career development), independent living preparation, and preparation for further educational services. The partnership between the Pre-College National Mission Programs and exemplary school programs throughout the United States will be the cornerstone for activities designed to have national impact, and is the basis upon which this plan will be implemented . The goal of collaborative partnerships is the provision of quality educational opportunities to all students, with particular attention given to students who are low achievers, who come from families who use a language other than English in the home, wh o have secondary disabilities, who are members of minority groups, who are from rural areas, or who have unique educational needs. Working through its two demonstration schools, Kendall Demonstration Elementary School (KDES) and the Model Secondary Schoo l for the Deaf (MSSD), and through collaboration with exemplary programs throughout the United States, Pre-College National Mission Programs will provide training and technical assistance, publish and disseminate materials and information, establish and p ublicize its research priorities through a process of public input, and provide technical assistance to families of children who are deaf or hard of hearing and the professionals who work with them. Pre-College National Mission Programs will not only evaluate the effectiveness of its innovations and instructional programs across a variety of educational environments, but will provide services in an equitable manner to deaf and hard of hearing student s distributed nationally across the spectrum of educational placements. These settings include regular classrooms; resource rooms; separate classrooms; separate, public or private, nonresidential schools; and separate, public or private, residential scho ols including homebound and hospital environments. Through its provision of services and support to deaf and hard of hearing students, their parents, and education professionals who work with them, Pre-College National Mission Programs recognizes that students require an educational program that responds to and capitalizes on their individual learning and communication needs. Priorities for research, demonstration and dissemination will be determined through a structured process of public input and follow-up to ensure that the provision of services meets the needs of constituents and satisfies the mandate of the EDA. "It Takes an Entire Village"The National Mission Plan was developed over a four month period through a process of open dialogue between Pre-College National Mission Programs and its constituents. The process began with a series of Questions of the Week posed to Pre-College employ s with discussion of the answers occurring through e-mail, notes conference, letters, comments dropped in suggestion boxes, videotapes, and brown bag lunch meetings four times per week. In addition, a working committee made up of representatives from Pre-College and Academic Affairs as well as parents developed a series of National Mission Plan drafts that were revised based upon discussion and feedback on the weekly questions. Each par ent or guardian of a student enrolled in the Pre-College demonstration schools was given the opportunity to review and comment on the draft plan. In addition, MSSD's Parent Advisory Council received a presentation on the National Mission Plan and an open meeting for parents and guardians of KDES and MSSD students was held to allow for face-to-face interaction on this important document. The National Mission Plan was extensively reviewed by the Nationa l Mission Advisory Panel at its annual meeting. Finally, the draft plan was mailed to fifteen major schools representative of the national spectrum of educational environments and methodologies involved in the education of students who are deaf or hard o f hearing throughout the United States for their review and comment. The input received from successive rounds of feedback was discussed and incorporated into this plan. This inclusive process of planning and development reflects a new era at Pre-College National Mission programs that highlights collaborative relationship s among and between our own programs, those of Gallaudet University and those located throughout the United States. Our unifying theme--which reflects the underlying principle of shared responsibility for providing deaf and hard of hearing children with the best education possible--is an African proverb, "It takes an entire village to raise a child." The new order o f business at Pre-College involves reaching out to others in a true partnership that works for the maximum educational benefit of deaf and hard of hearing children throughout the United States. The National Mission PlanThe remainder of this plan outlines major, substantive changes in the ways Pre-College National Mission Programs will utilize public input, partner programs and collaborative relationships with key representatives in each state for the recognition of cons tituent needs, the establishment of research and demonstration priorities, and the identification of exemplary programs and innovative strategies to be developed, tested and disseminated. The plan will further describe measurable goals for research, dev elopment, dissemination, evaluation, documentation, training, information-sharing and restructuring to ensure the equitable provision of information and services to deaf and hard of hearing children, their parents and the education professionals who work with them across the spectrum of educational environments thro ughout the United States. Process for Obtaining Public InputIn 1994, Gallaudet University established the National Mission Advisory Panel (N-MAP) as one step in receiving public input on the research and demonstration priorities of Pre-College National Mission Programs. The N-MAP is composed of sixteen (16) indiv iduals who serve as official representatives to and from the educational environments listed in the EDA. The N-MAP serves as a barometer to enable Pre-College to gauge an accurate reading of the national atmosphere in deaf education. The number of representatives from the educational settings and general population are:
The N-MAP members serve staggered terms of one, two and three years, convening annually to give advisory input into the establishment of research and demonstration priorities that guide Pre-College National Mission Programs. At its annual meeting, the N- MAP reviews progress in fulfilling priorities, makes recommendations for adjustments in the priorities, and comments on how the priorities should be met. Results of the N-MAP meeting are discussed internally and disseminated externally via Pre-College Na tional Mission Programs publications and through electronic mail networks. Results of the N-MAP meeting are also sent to representative schools, programs and organizations across the United States which reflect the defined constituency groups. These groups, as well as interested individuals, are asked to send comments on the pr iorities to Pre-College National Mission Programs. Pre-College receives these and other reactions from the field and uses them to gauge public support for the proposed priorities, amending the priorities accordingly and seeking final input individually from N-MAP members. Pre-College National Mission Programs uses all information together with University priorities, legal requirements and other forms of oversight and input to frame the final priorities, which are then publicized through e-mail networks, national school and program mailings and publications. Research and Demonstration PrioritiesAt its annual meeting in 1994, the National Mission Advisory Panel set three priorities for Pre-College research and demonstration programs. They are: literacy, family education and transition. The Gallaudet University Board of Trustees approved the pr iorities at its meeting in May, 1995. At its annual meeting in 1995, the N-MAP reaffirmed the significance and relevance of these three priorities. Benchmarks
In Search of ExcellencePre-College National Mission Programs recognizes that improvement in the quality of education for all deaf and hard of hearing students is the central focus and raison d`tre for its demonstration schools. An expansive, more collaborative model of interac ting with schools and programs throughout the United States of America will be implemented. Pre-College's two demonstration schools (KDES and MSSD) will be the home base for a larger network of schools working as part of the national mission effort to develop, evaluate and disseminate projects and materials that will make a significant contribution to the advancement of education for deaf and hard of hearing students. Communication NetworkPre-College National Mission Programs is entering an era of collaborative relationships with programs across the nation. Collaborative efforts will be based on mutually-shared concerns for the current status of deaf education and shared commitment to imp roving the academic achievement levels of all students who are deaf or hard of hearing, with particular attention paid to the categories of students specified in the EDA. The initiation of a nationwide communication network will be one way that Pre-Colle ge begins to work more closely with programs located throughout the United States. Over the next decade, Pre-College National Mission Programs will work to have a direct line of communication in all the states, territories, and commonwealths to key representatives involved in education of students who are deaf or hard of hearing, includ ing the State Special Education Director, the President of the state chapter of the American Society for Deaf Children and other formal parent groups, if any; the Superintendent(s) of any State School(s) for the Deaf; the President of the any state chapte r of Self-Help for the Hard-of-Hearing; the President of any State Association of the Deaf; key representatives of University teacher training programs and other representatives of key organizations in a given state. By working closely with these representatives, Pre-College National Mission Programs will gain insight into the exemplary programs and promising practices occurring in each state. The United States of America will be divided into four regions which correspond to those used by the Bureau of the Census and Gallaudet University's Research Institute (GRI). The regions are:
The long range goal of Pre-College National Mission Programs is to have a dynamic relationship with key people in each states, territory and commonwealth. The purpose of this intense collaboration is to produce a resultant rise in students academic achi evement levels. This goal will be initiated gradually by developing relationships with one state from each region, with these initial states laying the groundwork for communicating with other states in the future. In each subsequent fiscal year, additional states will be added to Pre-College's efforts to establish a communication network. Exemplary ProgramsThrough the communication network, public requests for nominations, a national survey, and other avenues, exemplary programs, innovative ideas and promising practices that advance our knowledge in the national mission priorities of literacy, family educa tion and transition will be sought and highlighted for the nation. In cooperation with others, Pre-College will describe these programs, evaluate their effectiveness and disseminate information about them. When a program, practice, or project is satisfac torily identified, a written collaboration agreement will be made between Pre-College National Mission Programs and the site where the exemplary practice is occurring. In exchange for this collaboration, Pre-College National Mission Programs will support the publication and dissemination of the state's exemplary p rograms and practices. Over the next decade, as schools, programs and individuals across the country become involved in collaboration, they will become a part of the growing Pre-College National Mission Village. They may then become part of the Pre-College network and be join ed by other sites as excellent sources of information about students who are deaf or hard of hearing for constituents in thecountry. Benchmarks
Research, Development, and EvaluationPre-College National Mission Programs will undertake a goal-directed program of research, centered around the priority areas of literacy, family education and transition, systematically evaluating proposed projects on the basis of their relevance and pote ntial impact. In order to bridge the gap between the establishment of the priorities and the actual selection of projects, areas of need within each priority area will be clearly defined for use in project review. Defining Areas of InquiryPre-College National Mission Programs will prepare briefing papers to document the shared base of knowledge that currently exists in the priority areas in order to clearly identify what has been satisfactorily addressed and what remains a pressing questio n within each area. This analysis will be accomplished for each priority area through a targeted review of relevant research literature, a survey and description of current practices within the Pre-College demonstration schools and throughout the United States, and the input of internal and external experts. National DialoguePre-College National Mission Programs will work to further the collective understanding of the state-of-the-art in an area of inquiry related to the three priority areas by promoting and facilitating discussion of targeted research topics. Pre-College wi ll set up informal roundtable discussions, teleconferences, or formal consensus panels to link some of the foremost investigators in an area of research with the goal of sharing their most recent findings, discussing their current or unpublished work in t hat area, and defining areas for further inquiry. Such consensus processes will not only give researchers a forum with the constituents their work can most benefit, but will help Pre-College define the parameters of a Request for Collaboration (RFC) base d on remaining areas of need. Requests for CollaborationUpon establishment of a national research agenda under the priority areas of literacy, family education and transition, Pre-College National Mission Programs will determine through review procedures where and how to best conduct studies that will yield be neficial results. Studies may be conducted through a collaborative process at schools located throughout the nation or they may be done at the Pre-College demonstration schools. Pre-College seeks to involve researchers from its own units, from other di visions of Gallaudet University, and from other universities to conduct a national research agenda utilizing the Pre-College elementary and secondary schools and those located throughout the nation. When the need for an exemplary program, innovation, promising practice, or research study is identified, a Request for Collaboration (RFC) process may be implemented. The process will involve publicizing the request through key representatives in each state and through other channels to identify programs, practices or investigators to collaborate with Pre-College National Mission Programs to meet the need. When Pre-College'sdemonstration schools are prohibited from or unable to enroll representative numbers of certain groups of students specified in the EDA, it will seek collaboration and partnership with schools and programs that have such students enrolle d in sufficient numbers to develop and test innovations to meet their needs. Publication of Research FindingsFrequently Asked Questions (FAQ) Sheets: Briefing papers will lay the substantive groundwork for Pre-College's development of FAQ sheets, widely disseminated answers to Frequently-Asked-Questions that will become an important component of national information dissemination. FAQ sheets will be clear, easily-readable leaflets--also available on the World Wide Web--that provide a synopsis of the state of current thinking on a question within the three priority areas and how it applies to children who are deaf or hard of hearing, their parents, and professionals who work with them in different settings. Working/Occasional Papers: One of the most important changes proposed by this plan is a shift in the focus of Pre-College publications that allows for the development of a series of short, disclaimered documents, reports, and working or occasional papers that cover a variety of targeted research topics being investigated throughout the nation. The existence of these new publications will provide opportunity and incentive for researchers, graduate students, faculty, and other collaborators to publish findings and other timely works for widespread dissemination through Pre-College National Mission Programs, with the goal of narrowing the gap between research and its application in the classroom. Pre-College will negotiate with authors an agreement to publish final reports, executive summaries, literature reviews or other studies with the goal of disseminating timely information about ongoing or recently completed work for both professional and lay audiences. The three priority areas of literacy, family education and transition overlap each other. All are being addressed systematically and simultaneously. These efforts will continue. However, by focusing closely on one priority per year, the intention is to harness efforts to produce measurable and sustainable improvements in the area being addressed. Benchmarks
National Mission Project |
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1996 |
Investigate model project review, integrated evaluation, and dissemination systems for applicability to Pre-College National Mission Programs. |
| Establish project review and dissemination procedures. Include appropriate evaluation components in each dissemination and development project to assess user satisfaction and impact on student learning. |
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Establish a project review panel composed of persons who have credibility in the field of deaf education from outside of Gallaudet University and from within the University. |
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Review all current projects. Discontinue those whose outcomes are not promising, not in line with established priorities, or do not address high priority categories of students. |
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1997 |
Proceed with the evaluation and dissemination of approved internal projects. |
Begin with dissemination of exemplary programs and projects and evaluation of promising practices identified elsewhere. |
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The goals of the Pre-College National Mission Plan in the area of product development, dissemination and training are to increase the quality of Pre-College products, broaden the audiences they reach, and document the impact they have on the teaching and learning process in the classroom. In addition, Pre-College seeks to provide training, technical assistance and outreach in the effective use of products.
Product Development
Much of the focus in product development is to expand the scope and potential
for including authors/innovators from a wide range of educational programs
across the United States in developing publications. PCNMP will create
collaborative structures that promote greater involvement by professionals/parents
within and outside Pre-College for the documentation and dissemination
of their ideas, strategies, knowledge, experiences and outcomes as an
integral part of Pre-College's national mission.
The concept of Pre-College National Mission Programs will, as a result, be expanded to include professionals, parents and their affiliated schools from across the nation who have worked closely with Pre-College National Mission Programs to develop, evaluate, and publish their innovations. As previously stated, P re-College's unifying theme is "It takes an entire village to raise a child," and this concept of village can be expanded to include a growing network or people who are committed to sharing ideas about the education of deaf or hard of hearing children . The network will expand and sustain Pre-College's training and technical assistance effort and will serve as a model of how the collaborative process can work. Members of this network will become part of the resources each state can offer individuals in need of information.
One crucial element of the plan will include a structured application and approval process for proposed publications, utilizing a panel of reviewers to provide feedback and an editorial board to make decisions about proposed publications. The plan also s treamlines and speeds the production and marketing of each publication through the integrated efforts of teams of people, involving professionals from across Pre-College and the Gallaudet campus.
Through this process, the first set of innovations released under the National Mission Programs will define its parameters to the nation. They must be highly wanted, highly applicable and highly effective. Through a widespread call for submissions, a re view process governed by public input and priorities, and collaborative support for authors, Pre-College National Mission Programs strategy will be to release well-documented, truly exemplary and eagerly-awaited products.
Dissemination
Pre-College and its collaborators must be proactive in championing innovations
made available to the field. Investment in the highly-applicable products
yielded by the new collaborative structures and review processes must
translate into aggressive disse mination and a resulting rise in the quality
of education provided to deaf and hard of hearing students.
Part of the review process for each product will include an analysis of the current need for the product, its primary intended audiences, and how to most effectively package and expose the product to the target audience. For each product, a marketing tea m will work with the marketing coordinator and the author to develop and implement a marketing plan utilizing technology, endorsements, conference presentations, directed mailings and other forms of dissemination.
Training
All Pre-College products will be released with the understanding that
training and technical assistance can be provided in the use and application
of the product and the theoretical model presented in the product. As
part of this effort, the formal release of all Pre-College products, regardless
of where the author is located, will be accompanie d by a presentation
to the entire Pre-College community about the product. A formal presentation
will then be available to introduce the product and describe its use at
conferences, schools and other forums.
Pre-College National Mission Programs will organize a cadre of people, both internal and external, who are able and qualified to present training and technical assistance on a variety of issues related to literacy, family education and transition. It will work in collaboration with other schools and programs to design a training model for wo rkshops and consultations. Using the national network of Educational Resource Centers on Deafness (ERCDs), this model will be disseminated throughout the country.
Pre-College will provide for the video or written dissemination of well-developed, popular Pre-College workshops and presentations so they become available to a broader audience, especially parents and professionals in rural areas. For example, some of P re-College's most popular workshops can be set up in a distance learning format, so that people at sites all over the United States can hook up in an interactive format.
Benchmarks
1996 |
Set up structures for improved product dissemination. Investigate collaborative relationship with other Gallaudet divisions. |
Determine role and make-up of panel of experts in the priority areas who are willing to provide periodic feedback on the fitness of proposed products for publication. |
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Determine role and make-up of editorial review board based on final Pre-College restructuring and select first term of rotating members. |
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| Work with key state representatives to seek authors/ innovators who are known to be developing ideas worthy of submission as potential publications and invite their submissions. Advertise call for submissions and explain new Pre-College collaborative process through publications, e-mail and other avenues. |
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Identify a team to develop training model. Identify existing training models and evaluate their effectiveness. |
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1997 |
Determine guidelines for proposal acceptance/rejection. |
Publish a procedures manual so that individuals within and outside Pre-College have clear guidelines regarding processes for product submission, development, dissemination and follow-up. |
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Officially set up expert review panel and in-house editorial review board. |
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Develop plan for training model. Implement model in ERCD regions. |
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1998 |
Implement new dissemination plans for first round of materials completed under new system. |
Review and revise training model as needed. Expand implementation to other ERCD regions. |
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Currently, all of Gallaudet University's divisions do some type of national mission-related activity; however, this activity and its impact on the field of deaf education is not systematically documented. In order to have a better understanding of the Un iversity's comprehensive effort to serve children who are deaf or hard-of-hearing between the ages of 0-21, as well as a system for better documentation by Pre-College's own teachers and staff, a system of information documentation and sharing must be est ablished.
Pre-College National Mission Programs will work with other divisions at Gallaudet University to develop a comprehensive system of documenting and tracking every national mission activity which occurs. Any activity under the sponsorship of Gallaudet Unive rsity that is intended to have an impact upon Pre-College level students, their families and professionals who work with them will be monitored by Pre-College National Mission Programs.
All national mission activities conducted under the auspices of Gallaudet University will be monitored by a person/persons or unit within Pre-College National Mission Programs in order to assess the results of the activities, evaluate their impact on student achievement levels, and assure the dissemination of results to professionals working with deaf and hard of hearing students nationwide. The tracking system is essential in order that Pre-College National Mission Programs have a complete picture of activities going on both within itself and in other divisions. A full array of University init iatives needs to be cited in reports to Federal agencies, the National Advisory Panel and other bodies interested in its work.
A system for organizing and sharing information must be implemented to ensure the widespread dissemination of information about exemplary programs and practices, and to ensure efficient, effective response to and documentation of the many inquiries Pre-Co llege National Mission Programs and its collaborators receive about a diverse range of topics related to the education of deaf and hard of hearing children.
Meeting the Information/Support Needs of Parents, Educators, Policy-Makers,
and the General Public:
Pre-College will designate a unit to manage data and information flow,
handle inquiries, and assist teachers and staff within Pre-College and
in partner programs in answering questions, filling information needs,
and referring constituents to state and local entities most appropriate
to provide ongoing information and support.
In order to best respond to the needs of constituents, Pre-College will initiate and publicize an 800 number, the National Mission Hotline, and will compile a national It Takes a Village resource list. Those who handle inquiries will immediate a ccess to this database listing the areas of expertise of Pre-College and Academic Affairs teachers and staff, as well as key state representatives, to be used in referring calls to the party most likely to provide relevant assistance. This list will also be made available as a resource to Pre-College teachers, staff, collaborators, investigators, parents, and others who wish to tap into the expertise of the collective village.
Utilization of Technology:
The persons/unit designated to manage the flow of information both into
and out of Pre-College Programs will also have responsibility for the
management and re- channeling of the massive amounts of information transmitted
through the Internet and other electronic exchanges.
Pre-College National Mission Programs will fully utilize the Internet for both information sharing and marketing. It will develop a state-of-the-art home page on the World Wide Web designed to increase awareness of the Pre-College's role, its products, and its services; will post briefing papers and FAQ Sheets (answers to Frequently-Asked-Questions) on the Internet, and will initiate and manage electronic lists for national dialogue about topics relevant to its priorities. It will also utilize local area networks and the Internet to keep current, consistent, and easily-accessible databases as a resource to parents and professionals within and outside Pre-College.
Pre-College National Mission Programs will increase its use of video technology in its products and in its dissemination of both marketing and content information.
Benchmarks
Internal Documentation and Information Sharing
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1996 |
Name person/unit responsible for monitoring activities that are intended to have an impact on deaf and hard of hearing children, their families and professionals who work with them. |
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Designate a unit responsible for information dissemination. Design a system and designate space for handling information flow into and out of Pre-College. |
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Compile list of in-house experts, and expand as communication network grows. |
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Gather information about most frequently-asked questions received by Pre-College teachers and staff, and involve field experts in drafting briefing papers (see Research and Development section), as a step in the preparation of FAQ sheets. |
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Discuss a shared system for reporting University-wide activity. |
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1997 |
Pilot test system for University-wider reporting and make changes as needed. |
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Disseminate first round of FAQ sheets to Gallaudet units, regional centers, and key representatives |
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Compile articles, information packets, and marketing materials and train information dissemination unit personnel in the management of inquiries and incoming information. Establish systems to support Pre-College collaborators in filling requests for information. |
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1998 |
Refine system for University-wide reporting and publish full array of University activities for fiscal year 1997. |
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Disseminate completed FAQ sheets to organizations, public service entities and vendors. |
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Solicit feedback from constituents on information delivery and streamline as needed. |
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Collaboration among Pre-College National Mission Programs and other divisions of Gallaudet University should be improved. Opportunities for working together with other divisions in outreach, research, development, dissemination and training abound within the University including departments dealing with speech and audiology, linguistics and interpreting, and many others. Three components of Gallaudet University with which Pre-College National Mission Programs should work closely are: the School of Educ ation and Human Services (SEHS), the Gallaudet Research Institute, and the College of Continuing Education. The above mentioned entities are by no means a complete list of areas with which increased collaboration is desirable but are offered as examples of the types of systems and mechanisms that Pre-College National Mission Programs sees as necessary to the effective and efficient achievement of its goals and objectives.
The list below provides specific examples of goals that Pre-College National Mission Programs sees as necessary in working with the teachers and staff in the School of Education and Human Services (SEHS). This list may well apply to other schools and departments within the Graduate School:
The list below applies to areas upon which the Graduate Research Institute and Pre-College National Mission Programs should collaborate. It is not limited to the Graduate Research Institute and may well apply to researchers among the University faculty a nd staff in general. The area of research and development needs a greatly expanded focus if Pre-College is to meet its national mission mandate as expressed in the EDA. The areas of focus are to:
Areas upon with Pre-College National Mission Programs and the University Outreach Program, as well as other applicable units within the University, can collaborate are to:
Benchmarks
Collaboration among Gallaudet University Divisions
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1996 |
Build an infrastructure within Pre-College to strengthen its ability to support and sustain research projects in the classroom. |
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Begin to work with Academic Affairs to discuss issues related to support of national mission research and faculty and staff workload, in cases where Academic Affairs personnel engage in major projects with Pre-College. |
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Begin collaboration with other divisions of the University in developing research, teachers training, outreach, and other initiatives. |
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The purpose of restructuring the former Pre-College Programs into the current Pre-College National Mission Programs is to emphasize the importance of work in education that is occurring throughout the United States.
Restructuring of Pre-College will have the following major goals:
Benchmarks
Restructuring of Pre-College Programs
Upon Board of Trustees approval of the National Mission Plan, a restructuring
of Pre-College National Mission Programs will occur.
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Copyright © 2001
Gallaudet University Laurent
Clerc National Deaf Education Center |