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By Janet S Kettlewell; Ronald J Henry

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Results were used by the state and regions to determine where progress was being made and sustained, as well as where additional emphasis needed to be placed in order to achieve PRISM goals. 2). The partnership has been able to clearly define their roles and responsibilities in order to make hard decisions when needed. The partnership has been able to support the work of all PRISM partners sharing progress on PRISM goals periodically to the Georgia Department of Education and University System of Georgia, as well through regional and local entities.

Finding common goals helps individuals identify with the STEM reform initiative, as well as help meet individual goals. Kingsley and Waschak (2005) explain that the value added in working collaboratively is to find common goals. Therefore, start at the earliest stages and jointly develop common goals for the project. Continue to monitor common understandings and progress toward common goals throughout as formative assessment. It is important for partners to determine a limited number of goals that define the direction of the work, especially encompassing both K–12 and higher education issues (Gomez et al.

Example: PRISM Region Involvement of Key People. In one PRISM region, major stakeholders capitalized on a set of common goals. Activities were developed to meet current and critical needs of teachers and higher education faculty, not just extra work that was added onto already busy schedules. Partners’ roles were well-defined across activities and projects. University faculty members’ contributions were based on providing content expertise and K–12 teachers and coordinators brought their understanding of teachers’ and students’ needs to the partnership.

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