That is a very tough question that you posed. I think the role(s) of universities certainly will vary, depending on their resourses, expertise and willingness to stay the course of reform with districts. In our situation, the University engaged the districts in the initial discussions about standards-based curr. and inquiry. We (the univ) wrote the LSC grant with the district(s) and each district/and the univ. identified the roles we could best play. I think that someone from the Univ, who is really committed can serve as a catalyst to push for the s-b curriculum, provide some independent evidence, have defined time (without district demands) to focus on elements of PD, can leverage some resource center resources, articulate the vision of reform broadly, justify the K-16 linkage, and make sure the funds are focused on the intent of the grant. Also, we facilitated multiple districts working together and the monthly meeting of ed. directors became a 5 year study group, which helped take care of newcomers to education them about the reform. However, the role will really depend on the local context and the willingness for true partnership. I think true partnership means reciprocal understanding of each others needs and mutual support for the goals. I am not sure we have totally achieved that. I can talk with you more if you want to discuss this.

Barbara