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During the NLI, the work group developed a survey that was fielded immediately after the event to collect information on some of the existing partnerships within state departments of education. This survey was designed as a starting point for a database that will match SETDA members, corporations, and foundations with specific needs. SETDA's Membership & Communications Committee will be taking this information and expanding its scope into a comprehensive, searchable database located on the SETDA Website.

Who is Involved?
Corporate , Foundation , Departments Within Your State , Regional Service Center, University & Higher Education , K-12 Schools , other Divisions Within Your State Department , Parents and Teacher Union.

Outcomes & Results
Materials or on the Web site. The event developed focused ''Big Ideas'' and the related support to help other leaders to understand the need to support educational technology.

Successful Attributes
The event brought together all of the interested parties to help develop a common message about educational technology.

Areas of Improvement
More time. We pulled this off in less than two months. We are now planning 15 regional events to develop the grass root support for this issue through the infomration developed at the first summit.

Tips for SETDA Members
Communication. It was amazing how much could be done quickly when the core group was able to communicate. We had weekly conference calls, chat site, and we shared cell phone numbers.

General Comments
The corporate vendors were of two types: Those interested in the Illinois economy and those interested in educational technology. Both are important and often the educational technology companies get to have the most direct input, but the big supporters are from the regular industry firms. The Parents/Students and Unions are often missed and are very important to any partnership.

Submitted By:
John Sonnenberg, IL

Who is Involved?
University & Higher Education , Iowa Public Television and AEAs.

Outcomes & Results
This proposal is primarily a feasibility study that will empirically test the scaling-up implementation; however, it will also involve elements of replication. During the second year of requested funding, replication and scaling-up of first year impact studies involving middle school reading and mathematics interventions will be conducted. The third year will include full implementation of the dissemination of best practices to all schools needing and desiring this information.

Successful Attributes
Past esperience with PERL (Psychology in Education Research Lab)and the relationship that the department has with the PI - Gary Phye.

Areas of Improvement
The elimination of the Bureaucracy at ISU. It took forever to get the contract done as they wanted to own the data and we said that it was our data and they could only use it if we gave them permission. I had to threathen to pull out of the deal several times if they did not agree to this. In the end they agreed that it was our data.

Tips for SETDA Members
The best advice I could give to avoid a lot of problems would be to get everything in writing as soon as possible.

Submitted By:
John O'Connell

Who is Involved?
A consortia of regional LEAs.

Outcomes & Results
Each TLTC Facilitator works with the LA Dept. of Education's Technology Center (LCET)in the continued implementation, development and refinement of teacher and administrator professional development projects. Each TLTC provides technology training to districts within their region during the school year and summer that includes (1) INTECH Classroom Module, (2) Technical Support courses, and (3) Administrative Support courses.

Successful Attributes
It established regional technology training centers that provided additional support to districts within a region. The TLTCs provide professional development which models best practices in instruction and assessment through the use of technology while supporting existing state curriculum and technology standards.

Areas of Improvement
Increased funding.

Tips for SETDA Members
Clearly outline roles and expected deliverables of the partnership.

Submitted By:
Nicole Honore

Who is Involved?
Corporate , Foundation , Departments Within Your State , University & Higher Education , K-12 Schools , Community agencies.

Outcomes & Results
Increase learning resources for the children and adults working in the MLTI project.

• Increase resources for students and educators.
  Strenthen community relationships.
• Develop opportunities for collaboration across projects, state agencies and businesses.
• Develop opportunities for IT related career exploration.

Successful Attributes
It is about learning and opening doors and opportunities for students and adults in communites all across Maine.

Areas of Improvement
We continue to grow our relationships with various agencies and community groups.

Tips for SETDA Members
Develop strategies and networks at the local school and community level and look for opportunities to develop partnerships.

General Comments
We built a number of networks that serve local, regional and state needs.

Submitted By:
Bette Manchester

Who is Involved?
University & Higher Education , K-12 Schools , U. S. Department of Education

Outcomes & Results
The MTA and MTC goals and outcomes were:
Goal 1: Increase organizational capacity to develop, test, and implement effective models of delivering technology-related professional development.

• To increase the skills, expertise, and resources of the partners through collaborative planning and implementation of a model of professional development by building upon the combined expertise, skills, and resources of the partners.
• To collaboratively plan and implement a model of professional development, using expertise, skills and resources of the partners.
• To monitor and continuously improve the partnership.
• To determine and promote future funding and sustainability.

• To develop professional development in instructional uses of technology, based on National Staff Development Council standards and aligned with Maryland Content standards
• To develop a system for collecting information on student performance affected by professional development activities.
• To develop a system of collecting data on professional development activities.

• To develop and utilize innovative products that support the teaching process and development of targeted student skills.
• To incorporate innovative products and resources into delivery of professional development.

• To implement quality professional development based on the MTC model.
• To build instructional technology integration skills to support student learning.
• To build skills in collecting classroom data and reflecting on what it means for teaching practice.

Successful Attributes
The partnership was a true collaboration working toward very focused goals and objectives. The goals and objectives directly supported the Maryland Technology Plan and the Maryland Visionary Panel. Also, the evaluator was involved from the planning through to the end. As we moved forward, we learned from our experiences and outcomes.

Areas of Improvement
These are the lessons learned from the MTA and the MTC:

1. Collaboration and Partnering.
2. Collaboration with diverse partners adds value and challenges.
3. The primary partners in the MTC project are two universities, the state department of education, three school systems, and the state public television network. We discovered that this diversity brought expertise and varying points of view to the partnership. Realizing that each institution has its own culture and body of knowledge, persistence, perseverance, negotiation, and-a dash of humor-are essential to reach a common understanding. The time and effort required for reaching common understanding and keeping open lines of communication increases with the number and diversity of the partners.
4. Consensus requires time and commitment.
5. Building consensus around a single professional development model often takes much longer than anticipated. This consensus is essential for diverse partner groups to produce quality resources and materials. Partners need to commit to the agreed upon professional development model and adapt it to meet local needs.
6. It is important to develop and document a common understanding of the project's goals and activities.
7. Common understanding and commitment to scope of work for the grant needs to be included in a detailed Memorandum of Understanding (MOU). The partnership should recognize the political climates and cultures that exist within each entity and enable each institution to meet local needs while complying with the grant initiatives. However, a common understanding in writing is important to maintain a focus on grant initiatives when changes occur and priorities shift.
8. Involvement of Leadership.
9. Grant activities need to support critical areas of instructional need.
10. Central office and school administrators are more likely to "champion" an initiative if it supports critical areas of instructional need.

Tips for SETDA Members

1. Have a clear understanding of intellectual property and who owns the products.
2. Have an evaluator as an active participant.
3. Since communication is a key factor, include funds to assist with the communication and dissemination.

General Comments
Most of the information, including the evaluation, is on the Website.

Submitted By:
Nancy Carey

Who is Involved?
With help from donations from Intel and Dell, VES has partnered with JES & Co to deploy their Academic Standards Assessment System (ASAS).

Successful Attributes
ASAS will enable Massachusetts' educators and students to search over 35,000 high quality educational resources by subject, keywords, format and resource type. ASAS will also enable educators to search state standards by content area and grade.

Submitted By:
Connie Louie

Who is Involved?
Foundation , Departments Within Your State , Regional Service Center , University & Higher Education , K-12 Schools , Other Divisions Within Your State Department , and SuccessLink.

Outcomes & Results
Through the partnership, SuccessLink and the state's 9 regional professional development centers (RPDCs), with funding support from the Department and the Gates Foundation, have developed much needed capacity. Prior to this initiative, the centers dealt mostly with curriculum and assessment issues and were limited in their expertise and service offerings related to education technology.

Successful Attributes
The initiative has strengthened relationships among the Department (specifically, professional development and instructional technology staff/sections), SuccessLink, and the RPDCs. Also, the program is one of few in the state that brings together educators from public and non-public schools in a true state-wide effort.

Tips for SETDA Members
It takes a lot of commitment, time, and effort to cultivate effective partnerships. I know of no shortcuts. But, the outcomes make it worthwhile.

Submitted By:
Deborah Sutton

Who is Involved?
Foundation , K-12 Schools

Outcomes & Results
We officially began the kick-off for this project this past November, so we have three years ahead of us. However, we have partnered with both the BellSouth Foundation and the Intel Foundation in development. We have received sizable grants from both BellSouth and Intel to provide professional development, incentives, equipment, software, volunteer support and salaries for substitute teachers. Our goal is to train 75 ''Master Teachers'' in the Intel Teach to the Future Model. Once these Master Teachers have been through training, they in turn train 10 additional classroom teachers with the support of BellSouth for incentives, sub pay, equipment, volunteer support, etc. The Master Teacher, working with MDE and BellSouth, develops projects to share with others and may be recognized as a ''BellSouth Quality Classroom of Mississippi.''

Successful Attributes
First, a solid foundation of mutual trust and commitment has been laid for many years between BellSouth and MDE. Both organizations are deeply commited to improving the education of all children in Mississippi-which includes enhancing teacher quality within our classrooms.

Also, the people involved have made this project successful. The project director for MDE and the project director for BellSouth have spent countless hours in communication with each other, administrators within the organizations, and the educational community. The communication has been detailed, documented, open, and honest.

Areas of Improvement
If possible, to have more time with my supervisors to bring them along in the planning process so they would be more aware of the impact this project/partnership will have on our state.

Tips for SETDA Members
Be picky about who you partner with. Partnerships, like gardens, require a great amount of time-cultivating ideas, discussing beliefs about what's possible, communicating with the public, managing the project and finding the funds. Both parties must be commited for the partnership to yeild any measurable outcomes.

General Comments
We hope this partnership will have results to share within the next year. We have a three-year commitment to this project and feel it will positively affect teacher quality in Mississippi.

Submitted By:
Kameron Ball

Who is Involved?
Corporate , : Board of Public Utilities

Outcomes & Results

1. Access New Jersey provides educational discounts ranging from 33% to 72% for ISDN, frame relay, or ATM services. The program provides free customer premise equipment.
2. In the fall of 2000, the state's Video Portal became operational. A direct result of the partnership between Verizon and NJDOE, the Video Portal is funded through Access New Jersey.

Successful Attributes
As of December 31, 2002, Verizon reported 1,471 Access New Jersey contracts to serve 1,824 K-12 schools, 177 non-public schools, and 407 library sites in New Jersey.

Tips for SETDA Members
Stay on top of timelines to implement the terms of the agreement.

Submitted By:
Jack Longworth

Who is Involved?
K-12 Schools

Outcomes & Results

• ETTCs contain demonstration technology equipment and offer comprehensive professional development onsite, at satellite sites throughout each county and via distance learning programs
• Special focus activities include: Assistive Technology for Students with Disabilities Training Project and/or Marco Polo workshops.
• Every ETTC Web site posts their training schedules, course descriptions, links to extensive resources, and teacher pages with curriculum-based activities. Details on the ETTCs are best obtained by visiting each ETTC Web site which can be linked to from the department's Web site at: www.state.nj.us/njded/techno/techtran.htm

Successful Attributes
The NJDOE has worked with the ETTCs to provide turnkey training for statewide initiatives such as e-Rate and have been an integral part of providing professional development to teachers and administrators in NJ.

Areas of Improvement
Worked with chief school administrators at least twice per year to ensure their commitment to the project and assist with strategies to continue its existence.

Tips for SETDA Members
It is important to issue Memorandums of Understanding each year to the partners to formalize their commitment to the program beyond the funding period. The school districts that maintain the county ETTC submitted a Memorandum of Understanding (MOU) to NJDOE that outlines commitments, roles and ongoing collaborations to maintain the program.

Submitted By:
Jack Longworth

Who is Involved?
Other Divisions Within Your State Department , nonpublic schools

Outcomes & Results
This funding must be used to meet specific technology needs of students and teaching staff members, including equipment, software, maintenance, and professional development that is consistent with the provisions of the federal and state constitution.

Successful Attributes
This initiative represented the first time some of the nonpublic schools worked directly with the public schools. As a result, the public schools saw the need and opened their doors to allow nonpublic school teachers to attend training with the public schools, offered technical support on occasion and formed partnerships for future grant programs.

Areas of Improvement
Some nonpublic schools would benefit from more consultation and communication between the nonpublic and public schools.

Tips for SETDA Members

• The most successful partnerships at the NJDOE include a detailed statement of work, responsibilities and procedures from both partners. Also, a contact person and an alternate contact person at all sites is essential, as are periodic meetings with all parties involved.
• A culminating experience involving all parties reaffirms the benefits of the partnership to all stakeholders and participants. A district-wide technology showcase involving nonpublic schools is an example of a potential culminating project.
• In the first year of the nonpublic initiative we asked the nonpublic schools to host the information sessions. Inviting public and nonpublic schools on a regional basis to a nonpublic building greatly enhanced the nonpublic school attendance and created a working relationship between the entities.

Submitted By:
Jack Longworth

Who is Involved?
K-12 Schools , Other Divisions Within Your State Department , professional organizations.

Outcomes & Results
Core activities include training opportunities via the three-day core workshops, and separate institutes with in-depth exploration of the Seven Dimensions for Progress in Educational Technology. The professional development includes hands-on, small group institutes that address critical technology areas and systems change. Approximately 2240 people have completed the NJ ELITE training as of 12/31/03- 978 principals, 263 superintendents, and 49 individuals who are both superintendents and principals (combo title).

Successful Attributes
This partnership between the NJ Department of Education (NJDOE), the NJ Association of School Administrators (NJASA) and the NJ Principals and Supervisors Association (NJPSA) has been a catalyst for the improvement of technology skills and for creating an awareness of educational technology among New Jersey's administrators. Three organizations promoting the same training gave credibility and prestige to the events.

Areas of Improvement
More meetings involving all partners and support people would have helped relieve some tight deadlines. For example, summer training must be publicized early and all partners need to be aware of deadlines in order for Web broadcasting, printing and for dissemination of information to occur simultaneously. Advanced classes would keep administrators networking and building state-wide educational communities to share and resolve issues beyond the grant program. A Web site of exemplary projects and a video library of speakers would be helpful after the classes. The success of this program offered leverage to invite more partners into the program.

Tips for SETDA Members
The initial registration form should contain demographic information of the participants to determine areas of need and geographical locations for the seminars.

General Comments
Incentives such as digital cameras, digital video cameras and laptops accounted for a great deal of initial enthusiasm for the seminars. Because the participants received the tools and used them in the seminar, they were used when the participants returned to their districts.

Submitted By:
Jack Longworth

Who is Involved?
Corporate , Departments Within Your State , K-12 Schools , Other Divisions Within Your State Department.

Outcomes & Results
The partnership made it possible for South Carolina to be one of the first states in the nation to provide Internet connectivitity to every school in the state. This was accomplished at no expense to the districts. In addition, funding provided for significant expansion of the hardware infrastructure in a predominantly poor and rural state.

Successful Attributes
Establishing at the onset that all memebers of the partnership were equal participants and that all partners were there to achieve improvement in K-12 education, rahter than their own gain.

Areas of Improvement
More sustained participation by representatives of the legislative and executive branches of the government to ensure continued buy-in to the essential mission.

Tips for SETDA Members
Continual communication of efforts and results is essential.

Submitted By:
Barbara Teusink

Who is Involved?
Departments Within Your State , University & Higher Education , Other Divisions Within the State Department.

Outcomes & Results
The primary outcomes were the State of Texas Master Plan for Educational Technology and the subsequent Progress Report on that Master Plan. Both were delivered to the legislature as well as key leaders from the various agencies and entities represented on the council. The collaboration to produce these deliverables increased the communication and understanding among the members and fostered many relationships that leveraged efforts in specific projects and initiatives.

Successful Attributes
The council brought together key leaders from the various participating entities. The high ranking individuals from each entity that participated elevated the visibility and importance of the council which led to greater impact of the plan. Ongoing communication among council members solidified a common vision which was especially key to the success of the partnership.

Areas of Improvement
No additional resources were made available to the council so all the work was completed by very busy, dedicated professionals. Many of the recommendations could have been taken much farther and communicated more effectively if dedicated support, particular for the ongoing support of the website, had been available.

Tips for SETDA Members
A common vision or goal is paramount-partners can come together in a cohesive way when everyone believes in the vision and are willing to work toward the goal. Communication is key. Making sure all participants are well-informed about the status of activities is critical to ensuring that problems are addressed quickly and effectively. Recognizing partner contributions and avoiding the "blame game" are also helpful.

General Comments
Partnerships and collaboration rely on people, but often the players change. The plan should have clear strategies for addressing personnel changes and the time that may be necessary before new people are in place. It is also important to know when the partnership or collaboration has reached its goal. After this point, athe relationship may continue, the intensity of the activities may diminish-and that is appropriate-not a lack of commitment by any of the players.

Submitted By:
Anita Givens

Who is Involved?
Corporate , Regional Service Center , University & Higher Education , K-12 Schools , Other Divisions Within Your State Department

Outcomes & Results
The partnership resulted in a customized software solution that is now in use in over 600 schools in the state. As the pilot began to show results, schools asked to be included and an early-adopter phase was added. Incredible time savings for each teacher as well as immediate access to the data and intervention strategies are highlights of this project. Teachers in kindergarten, first and second grades readily embraced the hand-held technology and are very excited about using the application. Now available commercially, the MClass TPRI is used in many states across the country.

Successful Attributes
This partnership included the key stakeholders - researchers responsible for developing the original product - the Texas Primary Reading Inventory (TPRI), the regional education service centers who have been proving TPRI training for years, as well as the state education agency, the vendor, and school districts willing to participate in the project. Adding stakeholders as partners each step along the way provided the buy-in and support that was essential to success. Communication strategies were built to ensure all players were well informed as the project progressed. Feedback from all partners-classroom teachers, principals, researchers, policy makers-informed the development process and helped everyone feel they were true partners in the project. The ability to monitor and adjust throughout the partnership was also an essential ingredient.

Areas of Improvement
Providing information to stakeholders earlier in the process may have contributed to more timely decision-making and enhanced communication. Some communication strategies that were planned were not carried out. If they had been, various players would have understood the goals better and been more aware of details critical to successful implementation.

Tips for SETDA Members
Understanding of the various perspectives of the members of the partnership is essential. True collaboration is the result of this understanding and requires reciprocity among all players. Communication is essential-lack of understanding is often the underlying element of most issues that can derail a good partnership.

General Comments
Collaboration and partnerships can be incredibly successful and rewarding but they take work and commitment on the part of all players. Be sure the vision is clear and well understood and that all can benefit from the partnership.

Submitted By:
Anita Givens

Who is Involved?
Corporate , University & Higher Education , K-12 Schools , Other Divisions Within Your State Department

Outcomes & Results
From RE3, the primary deliverable will be a set of Online tools that will support our emerging PD models that emphasize mentoring and reflective practice. In addition, those tools will be available to pre-service teachers, enabling more of a continuum for them as they leave college and enter the teaching ranks. On the PT3 side, we will examine the effectiveness of such tools and will be able to modify them along the way as needed. The primary focus of PT3 is on pre-service.

Successful Attributes
It is underway right now - in fact the PT3 grant officially began on January 1, 2004. So there are no ''results'' yet.

Areas of Improvement
Even closer communication prior to the commitment, including in-depth discussions as to what the ramifications of partnering will be.

Tips for SETDA Members
See above. Plus, be sure that the goals of the partners are closely-enough aligned to make a partnership appropriate. Do not try to ''force-fit'' a partnership-t has to be a natural alliance in order to be successful.

Submitted By:
Bill Romond

Who is Involved?
Departments Within Your State , Regional Service Center , K-12 Schools , Other Divisions Within Your State Department.

Outcomes & Results
Intuitive site that allows educators, legilative, community, and business partners to see the results of their schools & districts.

Tips for SETDA Members
The tools we used are easily shared with other states, and there is no need to purchase data reporting tools.

Submitted By:
Marty Daybell

Who is Involved?
Departments Within Your State , University & Higher Education , K-12 Schools

Outcomes & Results
The partnership has held a statewide technology conference annually for 11 years and plan to hold the conference in October 2004. Keynote speakers have set the stage for the practitoner sessions, with multiple vendors presenting new and evolving technologies for teaching. This conference has grown in attendance from 200 to 2600 attendees. One of the results is that the Core Committee, made up of representation from sponsoring agencies (now 6)meet monthly and it has resulted in an exchange between PK-12 and higher education. Since the first four sponsors contributed $2500 each as start-up fees, the conference has been self supporting.

Successful Attributes
It has been successful due to the committment of the agencies involved, with some offering more support to the year-long planning than others, but a pleasant working relationship exists. The growth and interest in the conference indicates it satisfies a need for such a conference.

Areas of Improvement
I believe if the agency 'heads' met with the representatives from agencies to the core committee once or twice a year, the partnership could become stronger.

Tips for SETDA Members
Depending on what the outcome or goal is, be sure the committment is there from all involved to ensure success.

General Comments
GWETC 2004 will be October 12-14 at the Kalahari Resort and Conference Center in Wisconsin Dells. See the conference or the Kalahari website for more information.

Submitted By:
Neah Lohr