School of Education
Strategic planning process
Doing the Work S19-S24
Doing the Work S19-S24
Identifying Priorities S19-S24
Identifying Priorities S19-S24
Doing the Work S20-F21
Doing the Work: S20-F21
Spring -Fall 2021: Convene Action Teams and Implement the Work
Two representatives from the Strategic Planning Executive Committee (SPEC) combined with one representative from the SOE Dean's office to collaborate on Action Teams that will refine and implement action steps, being sure to stay grounded in the EDJE framework.
2021-22 Action Teams:
Objective 1: Improve Communication in SOE
Tom Jesse (SPEC), Joci Newton (SPEC), Marcie Wycoff-Horn (SOE Dean)
Objective 2: Review & Revise Distributive Leadership Model in SOE
Bill Gillespie (SPEC), Joci Newton (SPEC), Marcie Wycoff-Horn (SOE Dean)
Objective 3: Provide Professional Development Grounded in Social Justice
Kim Morris (SPEC), Leslie Rogers (SPEC), Marcie Wycoff-Horn (SOE Dean)
Objective 4: Identify Effective & Ineffective Policies in SOE
Dawn Rouse (SPEC), Jenna Starck (SPEC), Adrienne Loh (SOE Assoc. Dean)
December 2020: Themes to Actions
The Strategic Planning Executive Committee combined the activities and outcomes identified by the Theme Teams into four major action areas:
- Improve Communication in SOE: Engage in norm-setting and increase sense of community
- Review and Revise Distributive Leadership Model in SOE (SOEL)
- Provide Professional Development Grounded in Social Justice to SOE stakeholders
- Identify Effective and Ineffective Policies in UWL SOE
Spring - Fall 2020: Identifying Outcomes and Action Steps
Work began in Spring 2020 but was suspended due to the COVID-19 pandemic.
Each "Theme Team" identified an initial list of Activities, Outcomes, and Timelines addressing their theme.
* indicates Chair/Co-Chair; Italics indicate SP Executive Committee member
2020-21 Theme Teams:
| Diversity | Addressing Climate Collectively | Policies and Practices | Resources |
| Scott Baker* Ann Epstein* Lema Kabashi Joci Newton Rafael Ramirez Hanadi Shatara |
Gerardo Aponte-Safe Bill Gillespie* Jenn Kosiak Heather Linville Jenna Starck |
Rob Dixon Cindy Duley Josh Hertel* Kim Morris* Charlotte Roberts Dawn Rouse |
Ashley Cree Tom Jesse* Val Krage Pat Markos Matt McParker Leslie Rogers* |
2019-20 Theme Teams:
| Diversity | Addressing Climate Collectively | Policies and Practices | Resources |
| Scott Baker* Ann Epstein* Lema Kabashi Joci Newton Lisa Pitot Rafael Ramirez |
Alyssa Boardman Bill Gillespie* Heather Linville Ken Shonk Rachyl Stephenson Ashley Zehner |
Rob Dixon Cindy Duley Josh Hertel Jen Kosiak Charlotte Roberts Dawn Rouse* |
Ashley Cree Tom Jesse* Val Krage Pat Markos Matt McParker Leslie Rogers* |
Identifying Priorities F19
Identify Priorities: F19
Fall 2019: Collectively Identify Priorities
SOE administrative team (Dean, Associate Deans) reviewed the feedback from the August retreat, and identified three major themes based on that feedback:
- Workplace climate
- Review/revision of SOE mission/vision
- Need for increased clarity about what we do, how we do it, and the impact on programs/profession/community
The SOE administrative team identified the third theme as a priority to address within the strategic planning process, and asked the membership to identify which of the other two themes to prioritize to guide the work. Data was collected from the SOE membership through online surveys. The top priority was identified as Workplace Climate (part of Goal 2).
The SOE Strategic Planning Executive Committee identified 4 climate-related themes from the EDJE framework aligned with Improving the Institutional Climate within Our School of Education (Category C, Priority Area 10) to address, and assembled 4 workgroups to determine outcomes and action steps for each theme:
| Theme | Action Planning Questions |
| Diversity (EDJE C.10.a) |
In what ways is institutional climate related to or affected by diversity? How well does everyone in the SOE understand the nature of and difference between microaggressions, harassment, bullying, and discrimination? In what ways is climate experienced differently by different groups in our SOE? |
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Addressing Climate Collectively |
How does the SOE’s mission and strategic plan address institutional climate? To what extent does our SOE engage in college-wide conversations about what we mean by institutional “climate,” what research has shown to positively and negatively impact climate, how to assess climate, and how college-wide or unit-wide (e.g., department-level) climate affects well-being, productivity, and feelings of belonging at the level of individual faculty, staff, and students? |
| Policies and Procedures (EDJE C.10.c) |
What policies and procedures are in place to document problems (safety, exclusion, harassment, discrimination, etc.) and seek support, protection, and justice? How do we know that these policies and procedures are working effectively? |
| Resources (EDJE C.10.d) |
What trainings, supports, and resources can the SOE allocate to improve institutional climate and the factors that impact it? |
Work with Consultant
Work with Consultant: Summer 2019
June - August 2019: Working with Dr. Kumashiro
During the summer, Dr. Kumashiro reviewed the collected data and coded it for themes and tensions, and suggested three overarching goals to focus SOE strategic planning
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Themes: SWOT responses fell into these categories |
Goals: |
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August 2019: SOE Strategic Planning Retreat - facilitated by Dr. Kumashiro
With a focus on collective ownership of the process, SOE membership reviewed and provided feedback on the identified themes/tensions, and proposed goals.
Data Collection S19
Data Collection: S19
The School of Education approached strategic planning through the lens of equity and justice, using the Education Deans for Justice and Equity (EDJE) framework for Assessment and Transformation, and working with educational consultant Dr. Kevin Kumashiro.
Spring 2019: Data Collection
Responses from a variety of constituents through a variety of methods:
| Online SWOT survey: 139 respondents |
Focus Groups: 163 participants |
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Focus groups were facilitated by UWL faculty and staff who were not aligned with the particular focus group.
Data was shared directly with Dr. Kumashiro to code for themes and tensions.