MCPER updates mission statement, strategic goals
November 26, 2018
The Board of Directors of The Meadows Center for Preventing Educational Risk has adopted a new mission statement and strategic goals.
The Meadows Center for Preventing Educational Risk (MCPER) is dedicated to generating, disseminating, and supporting the implementation of empirically validated, evidence-based practices to significantly affect student outcomes and support educators, researchers, policymakers, families, and other stakeholders who strive to improve academic, behavioral, and social outcomes for all learners.
Further establish MCPER's national and international influence on evidence-based practice for the educational community.
Action 1: Expand MCPER's presence on social media and other relevant forms of communication to disseminate evidence-based practices, knowledge, and products to key stakeholders. Further enhance MCPER’s role as the go-to national and international resource for evidence-based practice.
Action 2: Further engage the Office of Communications in the College of Education to support MCPER personnel to improve the overall quality of the website and further align with the college website. Facilitate the ease of access to materials and resources.
Action 3: Encourage all MCPER representatives to make available materials and resources as well as website information at all appropriate events.
Further establish MCPER's research, evaluation, and professional development portfolio while remaining aligned with the mission statement.
Action 1: Refine all support services for enhancing knowledge about and access to external funding for research, evaluation, and professional development related to MCPER's mission.
Action 2: Refine access to and development of resources to enhance success in obtaining external support.
Establish a systematic process for recruiting, communicating, and maintaining relationships with educational settings as sites for research.
Action 1: Develop a directory representing all stakeholders who have engaged in research or expressed interest in participating in research.
Action 2: Develop a systematic method of recruiting and retaining appropriate communication with all educational stakeholders who have participated in research.
Action 3: Establish a communication loop between participating stakeholders and MCPER personnel about evidence-based practices developed so that conducting research, establishing evidence-based practices, and informing stakeholders is a seamless and ongoing process.
Action 4: Establish a procedure for determining and documenting sustainability of evidence-based practices with stakeholder partners when research projects are completed.
Establish a responsible and appropriate mechanism for reciprocal communication between MCPER and an educational leadership team (ELT) at UT Austin.
Action 1: Report to the appropriate contact in the ELT who is knowledgeable about external funding and can interact effectively with the ELT and MCPER leadership.
Action 2: Work toward the ELT recognizing MCPER’s mission and influencing and supporting identification of appropriate resources and decisions related to MCPER’s functioning.
MCPER Executive Director Sharon Vaughn recently shared her expertise during a Distinguished Scholar Symposium for the Higher Education Literacy Partnership of Minnesota (HELP).
The workshop, held September 28 at the Minnesota Department of Education offices, was based on her book RTI in the Common Core Classroom: A Framework for Instruction and Assessment, co-authored with MCPER researchers Phil Capin, Garrett Roberts, and Melodee Walker.
The Distinguished Scholar Series features a “single-day workshop held each fall that brings world-class scholarship to Minnesota educators [and] personal interaction with the speaker, as well as peer-to-peer learning and networking,” according to the HELP Events webpage. Past Distinguished Scholars include nationally recognized researchers Barbara Foorman, Steven Graham, Nonie Lesaux, Catherine Snow, and Maryanne Wolf.
Based on their feedback, participants enjoyed the symposium. One special education teacher reported that it was “one of the better—if not best—one-day conferences I have been involved in!” A literacy coach appreciated the “combination of research and practical application.” For more feedback, visit the HELP Comments webpage.
Earlier this summer, RTI in the Common Core Classroom was the topic of two HELP Book Clubs. The Book Clubs are held each summer to "stimulate conversation about the application of research to teacher preparation, professional learning, assessment, and reading instruction."