Pregnant and Parenting Teen Scholar Program Strategic Plan (Dr. Noelle Jacquelin)
Strategic Plan Expansion Goal: By the end of the 2021-2022 academic year (June 30, 2022), the Project TEACH program will expand by providing relevant information to 100% of all area school district critical personnel, increasing marketing/advertising of program by at least 25%, and increasing active enrollment by at least ____%(TBD). A New Beginning Start your new path to success today. Becoming a new parent is not easy, but you can achieve parenting success and complete your high school career at the same time by attending Project TEACH. Get more information here: https://www.nj.gov/dcf/families/educational/teach/ Introduction Project TEACH (Teen Education and Child Health) is an alternative, year-round education program for pregnant or parenting teens. Project TEACH serves students at risk of school failure. A strategic plan acts like a road map to identify the route to take to get where New Jersey wants our students to go – the vision for a better future. It also serves to help coordinate the work of both local school districts and the Department of Children and Families. This plan will assist in making the goal for program expansion accountable and transparent to the community. It is recommended that this plan, when created in reality rather than in response to a post-interview question, be developed collectively with stakeholders and be reviewed on an annual basis. Frequently Asked Questions 1. What is a strategic plan? A strategic plan is like a road map. It identifies the goal of a shared vision for a better future for our state’s pregnant and young parenting scholars. It also may guide the work of the program administration by giving them direction on how to potentially achieve this goal. 2. Why is a strategic plan important? It is a plan for the future that reflects the needs of the community and the vision of what the Project TEACH program can be. A strategic plan helps to remind us what we want to achieve. It helps us to coordinate the work of many different people and make our efforts more effective. It reminds us that as we work we need to stay true to our values as an educational institution. A strategic plan helps us to be more accountable and transparent to the community. Strategic planning is a governance “best practice.” 3. How is a strategic plan developed? The strategic mission, vision, values and priorities are developed by stakeholders involved with the organization. The established mission, vision, and values are readily available for view on the New Jersey Department of Children and Families Web site. All anticipated input will be incorporated into the strategic planning process. 4. Can a strategic plan be changed? The mission, vision, values and priorities of the strategic plan are developed and approved by the community. No one can change these without community approval. They are intended to be the road map for the community for the long term – in this case, for ______ years. This makes the strategic plan durable and focused on achieving a shared vision of the future. Staff may also develop annual goals and work plans based on the priorities. These goals and work plans must be approved by the department through the budgeting process. 5. How will it be used? The department will use the strategic plan to make decisions and to increase accountability. When tough decisions need to be made, leaders can turn to the strategic plan and ask “Is this decision consistent with the priorities identified by the organization?” They can also ask “Is this decision consistent with the goals and values identified by the organization?” It also assists organizational members to ask themselves “Is the organization achieving what we have set out to achieve?” If not, why not? Finally, the department can use the strategic plan to be accountable to the community at large. 6. How will it be used by staff? Staff may use the strategic plan to develop their annual goals and budgets and in informing staff evaluations. Staff can ask themselves “How can I use my resources to achieve the priorities and activities in the strategic plan?” They can also ask themselves “If this activity is not helping to achieve the priorities set out in the strategic plan then why am I doing it?” 7. How will it be used by community members? Community members may use the strategic plan to hold organizational members accountable. Are the members achieving the priorities they set out for themselves? They may also use it to recognize successes and accomplishment and to celebrate the progress towards a better future for pregnant and/or parenting teen scholars.
Strategic Planning Process This strategic plan represents the _____ year planning cycle for the Project TEACH program and builds upon the previous strategic plan. What follows in this document is a sample strategic plan that includes the following sections: Step 1: Mission, Vision and Values; Step 2: Current State Analysis; Step 3: Strategic Priorities and Activities; Step 4: Prioritization of Activities; and Step 5: Determination of Key Performance Indicators.
1. Mission, Vision, Values
The mission of the Project TEACH program is to provide a comprehensive educational program which provides pregnant and parenting adolescents with the skills needed to create a positive life for themselves and their children. The program strives to make sure that each student will receive a diploma from her local high school or return to their local school districts to complete their education. In any event, students do not leave the program until a support system is in place for them at home or in the community.
Project TEACH programs are located in:
Atlantic TEACH Regional School
Burlington TEACH Regional School
Cape May TEACH Regional School
Mercer TEACH Regional School
Monmouth TEACH Regional School
Union TEACH Regional School
Warren TEACH Regional School
Cumberland TEACH Regional School
Each program:
Serves students between 13 and 21 who have not completed high school
Accepts students referred by local school districts and placed by a Department of Human Services, Children and Families agency or the court
Limits class size to no more than 12 girls at any one time
Provides specialized case management services to support pre and post-natal linkages to community resources and transitional support
Provides each student with an educational program based on the curriculum and graduation requirements of her local high school
Provides Child Study Team services, as required
Provides NJ Certified teachers
Project TEACH licensed child care centers provide:
On site care for infants 6 weeks to 2 ½ years of age
Primary care giving by well-trained "educares"
A loving, safe and stimulating environment
Individualized age and developmentally appropriate curriculum
Students can enroll in Project TEACH any time after they find out they are pregnant. Infants and "expected" infants are automatically enrolled into the licensed child care center with a student’s acceptance into Project TEACH and available space in the nursery. Summary of Accomplishments from Previous *** Year Plan It is useful to include at the beginning of the current strategic plan, key accomplishments achieved during the previous _____ year planning horizon. The following activities had some progress: a. [school can insert] b. [school can insert] c. [department can insert] Activities that had significant progress: a. [school can insert] b. [school can insert] c. [department can insert] Current State Analysis A current state analysis or environmental scan is a review of everything that impacts the Project TEACH program – either positively or negatively. It is an exercise to consider all assets and opportunities for the program. It also identifies gaps or vulnerabilities that could impede the program’s success. An environmental scan is always limited – we can never know everything or predict the future. However, it is also a useful tool to consider the operating environment that can affect the success of the department and program’s efforts. What follows is a sample summary of feedback on Project TEACH’s strengths, weaknesses, opportunities and threats that would be identified by community members, staff, and DCF organizational leaders. Strengths [School and department will insert] Weaknesses [School and department will insert] Opportunities [School and department will insert] Threats [School and department will insert] Strategic Priorities and Activities Based upon the Mission, Vision, Values, Previous ___ Year Prior Accomplishments and the Current State Analysis, the department and school should determine and define Strategic Priorities that will assist the program in getting where it wants and needs to be. I. Priority: Increase community knowledge about the unique benefits the teen pregnancy and parenting scholar program offers. This objective is important because it supports and preserves the Project TEACH program and ensures the integrity of ̕the department. Activities to achieve this priority: a. The school leader will attend monthly county superintendent roundtable meetings. b. The school leader will disseminate legal and policy information to county school district leaders and other relevant school personnel (i.e., counselors, homeless liaisons, etc.) as approved by the department. c. The school leader will, in conjunction with all staff and relevant department members, develop a formal workshop about the program to be presented at the county superintendent roundtable meetings on an annual basis. d. The school leader will, in conjunction with and with permission from district leaders, meet with potential scholars and their representative parents/guardians regarding the program either in person, via telephone, or virtually online. e. The school leader will work with all staff and relevant department members to develop and/or refine marketing pamphlets related to the program that will be disseminated in school districts, medical facilities, grocery stores, and social services buildings. II. Priority: Refine formal “Parent and Parenting Academic Plan” and provide additional targeted academic support for students during their enrollment in Project TEACH. This objective is important because it emphasizes the importance of continued rigorous but socially and emotionally relevant educational programs for pregnant and parenting teen scholars. Activities to achieve this priority: a. The school leader will work with the department to ensure state and federal grant funds are applied for, utilized appropriately, and evaluated effectively for the ultimate academic and social/emotional program benefit for students. b. The school leader will work with staff to ensure rigorous yet responsive instructional methodologies and modes are employed. c. The school leader will provide research-based professional development related to the neuroscience of teaching and learning, law/ethics, valid and reliable assessment design, and effective online regular and homebound instruction. d. The school leader will review all IEPs and 504 Plans to ensure compliance with reasonable accommodations (i.e., providing physical accommodations for lactating student to express milk or to breastfeed; excused leave period for new fathers, etc.). e. The school leader will approve and fully implement collectively designed (by teachers, parents/guardians, student scholars, special education leaders, other administrators, home school representatives, etc.) “Parent and Parenting Academic Plans” for all teen scholars involved in Project TEACH. Revisions should be allowed as necessary and should not be superficially time-bound. f. The school leader will work with staff to review and potentially revise all curricula (social/emotional, mathematics, English language arts, science, health/sex education, physical education, creative and performing arts, special education, gifted & talented, etc.). g. The school leader will ensure all staff are aware of and utilize culturally and linguistically sensitive services/programs. h. The school leader will ensure lines of effective communication are maintained among the student scholars, the school itself, and outside community resources. i. The school leader will ensure each teen scholar has a formal mentor assigned to him/her. III. Priority: Maximize personal economic choice and opportunity This objective is important because people must have the freedom to choose their own destiny. It contributes to reduce poverty, increase self-sufficiency, and instill individual pride and accomplishment. Activities to achieve this priority: a. The school leader will increase teen scholars’ knowledge about trades training and apprenticeships via outside presenters, site visits, and curriculum/career exploration projects. b. The school leader will assist in revising curricula and assessments to ensure these meet 21st Century Learning Standards and to increase future academic and business opportunities for teen scholars. c. The school leader will institute dual enrollment programs for teen scholars with institutions such as Atlantic Cape Community College, Rowan University, Stockton University, and Cumberland County College d. The school leader will develop and maintain effective relationships with outside governmental and community entities for the benefit of the student scholars (i.e., employment agencies; housing agencies; social services; home districts; etc.). e. The school leader will engage community support for the student scholars and publicly celebrate their academic and personal achievements. IV. Priority: Pride in a safe and secure school community. This priority is important because safety and security are fundamental to healthy and happy families. Activities to achieve this priority: a. The school leader will work with students to increase awareness of healthy practices and lifestyles regarding the scholars themselves and their children. b. The school leader will work with staff to ensure there are effective drug and alcohol prevention programs and to provide prevention efforts to teen scholars who are at risk of such behaviors. c. The school leader will work with all stakeholders (students; parents/guardians; teachers; support staff; department leaders) to develop and institute a research-based tiered discipline model. d. The school leader will work with all staff and students to create additional pride activities to celebrate the unique accomplishments of the scholars. e. The school leader will review the building maintenance and budgetary plans for the building. f. The school leader will work with key stakeholders to review emergency operations plans. g. The school leader will actively promote the accomplishments of the staff and student community as a whole and will increase whole family involvement activities. 2. Prioritization of Activities The prioritization of activities is outlined above in Roman numerals I-IV. A formal “Entry Plan” will follow that further outlines these with timelines and interim goals. Mitigation Measures Based upon each activity’s cost/benefit analysis, Project TEACH stakeholders can prioritize all of the activities identified for each strategic priority. This prioritization of activities will be reflected in the multi-year financial plan as well as the annual budget. 3. Determination of Key Performance Indicators and Targets Based on the strategic priority, each activity should have specific key performance indicators that are S.M.A.R.T. - Specific, Measurable, Attainable, Realistic/Relevant, and Timely- making the vision more concrete by defining how success is measured. Performance indicators are used to monitor progress towards strategic priorities, closing the gap between the current state and the future state, as defined by the vision. They help track the realization of strategic priorities, measuring the progress towards realizing the vision. Performance indicators should focus on desired outcomes for strategic priorities. Outcomes focus on what difference is being made. *TBD When determining key performance indicators, the following principles should be kept in mind: · Link to the DCF’s strategic priorities; · Limit to the select few that measure success; · Guide desired decisions and behaviors; · Can be easily understood and measured; and · Are relevant to all of the program’s essential components. Once the school has defined its key performance indicators, targets can be set, which are the value of a key performance indicator at a specific moment in time. In order to keep track of the progress towards achieving the strategic plan and the Project TEACH vision, a process must be put in place and a strategic evaluation tool must be developed.
DRAFT CREATED BY: Dr. Noëlle Jacquelin
Ed.D.--Organizational Leadership and Policy Studies/Neuroscience emphasis (Temple University)
Ed.M.--Curriculum, Instruction, and Technology/English (Temple University)
Ed.M.--Administration (Temple University)
Additional graduate credits in leadership, supervision, and law (Rutgers University and Rowan University)
Other related study in leadership (Harvard University)
Certificate program—Marketing in the Digital World (University of Illinois)
Contributor: Ethical Educational Leadership in Turbulent Times, 1st & 2nd ed. (Shapiro & Gross; Routledge Publishers)
Author: Emotional/Social Intelligence, Leadership, and Gender (copyright Library of Congress 2017); “Charter Schools: Ripe as a Jersey Peach”; “The Next Industrial Revolution?”; “Trendship: Entering the New Age of Politics”
Presenter: AASA “Emotional-Social Intelligence, Leadership, and Gender in Contemporary New Jersey School Districts”; University of Toronto “Ethical Educational Leadership”
Registered Professional Development Provider
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