Professional Development

The teachers and staff that work in these institutions are boundary crossers and should have the opportunity to learn from each other in regularly scheduled professional development.

Focus on Curriculum alignment:

  • That clarifies college expectations
  • Modifies high school curriculum and sequencing

Provide Support for:

  • Learning new strategies
  • Incorporating new strategies
  • Developing new technology tools
  • Developing a community of practice
  • Sharing the strengths of each institution
  • Deepening and extending the collaboration
  • Using data to inform decisions
  • Extending college hiring and review practices to high schools

Data Driven Decision Making

Data drives organizational growth in each of MCNC’s Design Principles for student success in college classes in high school. Data is gathered annually tracking:

  • Demographics – Aggregate and subgroups
  • Attendance
  • Graduation Rates
  • College Course Pass Rates
  • College GPAs
  • Courses in which students are enrolled

Students are annually surveyed to ascertain:

  • Academic and Social supports provided
  • Reflections of College Readiness
  • College Aspirations

Data is shared and used to drive institutional decision making both at local and national level. This is encouraged at the school site and facilitated at annual meetings of Leadership Teams at MCNC Leadership and Summer Institute Conferences.

The National Center for Restructuring Education at Teachers College, Columbia University conducts formal research with individual member schools and the MCNC programs.
Post secondary graduate data is also gathered from The National Student Clearinghouse.