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School-university partnerships foster lasting change in Mississippi
By Manuelito Biag, Denise Soares, David Rock, Bradley Roberson and Mary Bramlett
Categories: Improvement science/networks, Mentoring & induction, System leadershipDecember 2024
When a dedicated teacher returns from a professional learning session brimming with new ideas and strategies, their enthusiasm can quickly fade if they don’t have the support and resources needed to implement these ideas. Professional learning in isolation often leads to frustration and missed opportunities. As outlined in the Standards for Professional Learning (Learning Forward, 2022) and the U.S. Department of Education’s definition of high-quality professional development (Every Student Succeeds Act, 2015), professional learning must be sustained over time to lead to changes in educators’ practices. Building bridges among education stakeholders, such as districts, universities, and community partners, is an important but underused strategy for creating professional learning that is both sustainable and impactful. Intentional bridge building can transform professional learning from a series of
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About the National Center for School-University Partnerships
The National Center for School-University Partnerships fosters a collaborative and inclusive community that empowers educators, leaders, and institutions to advance equity, access, and high-quality learning experiences for all students.
We pursue five strategic priorities: build partnerships with a diverse range of stakeholders to ensure equitable education, strengthen educational improvement leadership through robust training and career development, establish collaborative scientific learning communities to address shared challenges, advance an improvement-oriented research agenda, and identify and elevate exemplary improvement models and practices in education.
Through these efforts, we aim to create lasting impact and drive continuous improvement in schools and school systems.
References
Bryk, A.S., Gomez, L.M., Grunow, A., & LeMahieu, P.G. (2015). Learning to improve: How America’s schools can get better at getting better. Harvard Education Press.
Every Student Succeeds Act, Public Law No. 114-95, 129 Stat. 2096 (2015). www.ed.gov/laws-and-policy/laws-preschool-grade-12-education/every-student-succeeds-act-essa
Institute for Healthcare Improvement. (2003). The Breakthrough Series: IHI’s collaborative model for achieving breakthrough improvement. www.ihi.org/sites/default/files/2023-09/IHIBreakthroughSerieswhitepaper2003.pdf
Learning Forward. (2022). Standards for Professional Learning.
Manuelito Biag serves as an Improvement Advisor at the National Center for School-University Partnerships at the University of Mississippi. Previously, he served as a Managing Director at the Carnegie Foundation for the Advancement of Teaching, where he led efforts to increase social and economic mobility for marginalized students. His work bridges research, policy, and practice in K12 and higher education reforms, with his scholarship featured in conferences, journals, and policy briefs.
Dr. Denise Soares is the inaugural Dean of the University of West Florida School of Education, overseeing undergraduate, graduate, and certificate programs. She brings a strong record of visionary leadership and nearly two decades of experience as a classroom teacher, administrator, and consultant. Her academic expertise lies in applied and practical interventions for at-risk students, with a focus on behavior and academic success.
David Rock is Dean of the School of Education at the University of Mississippi and holds degrees in mathematics and education from Vanderbilt University and the University of Central Florida. A former middle and high school math teacher, he is dedicated to increasing enthusiasm for mathematics through workshops and innovative tools like the Internet Math Contests. Dr. Rock has co-authored 16 books on mathematics education and enjoys family life with his wife Michelle and their four children.
Bradley Roberson is the Superintendent of the Oxford School District, where he has served in roles including mathematics teacher, coach, principal, and assistant superintendent. He champions a philosophy that learning must be constant, adapting time and supports to ensure every student can succeed. His decisions as superintendent are guided by this unwavering commitment to equitable learning opportunities for all children.
Mary Bramlett serves as an Academic Counselor in the School of Education at the University of Mississippi, guiding graduate students through admissions, enrollment, and graduation. She also manages logistics for the Bridge Program and the National Center for School-University Partnerships, fostering communication between partners. Mary holds a B.A. in Elementary Education and an M.Ed. in Special Education, both from the University of Mississippi.
Categories: Improvement science/networks, Mentoring & induction, System leadership
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