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tommycoleman

As a part of the evaluation process, we took a close look at a reading program that was chosen to address a weakness in phonics instruction.  By working through the evaluation steps, it became obvious that the implementation was somewhat haphazard, leading to inconsistencies in fidelity.  It is very difficult to gage success if usage varies greatly.  What does the data collected really tell you?

We now face a similar problem in our division.  The elementary schools are searching for a computer based program to assist in reading remediation.  We had tried a program early but were disappointed with the results.  What I learned from the evaluation process was to do my homework and not jump on a product too quickly.  We were fortunate to observe classes in nearby division that uses a particular computer based product, offering us a first-hand look at how it really works in a school with a very similar population of students.

I was impressed with the program, but I am not completely convinced.  Some of the knowledge that I gained from the earlier evaluation process has become quite useful.  To begin, we need to see credible research on the product.  We also are already thinking about how it could be implemented and the type of evaluation that should be conducted.  If we plan it all out in advance, the data that we will need later should be available.  In my mind now I am picturing how a consistent implementation should look.

tommycoleman

Now that teachers in my division have had the opportunity to experiment with projects in their classrooms, it has become obvious that we need to know more.   Fortunately, the administrative team traveled to a neighboring county for regional training on Project Based Learning (PBL) conducted by teachers from High Tech High.  The ideas that they presented make sense.  What they promoted was quality instruction that really encouraged students to think and take an active part in their own learning.

I can see the benefit that this approach offers, but I am concerned about the amount of planning that a successful implementation would require.  From conducting the evaluation of another program being used in my county (one not nearly as complicated as PBL), the need for appropriate planning was identified as a critical element. In addition, training needs to be on-going and wide-ranging.  The various levels of need must be considered as any new program is implemented.  Our next step will be to develop a comprehensive plan for implementation.  I hope we can take advantage of some of what we learned and not repeat past mistakes.

tommycoleman

I have to admit that I was very skeptical of the presentation class based on the “Zen” book.  Originally I wondered where I could use it.  When I am asked to present, usually it is in a formal setting, and this format did not seem to fit.  My opinion changed after watch several video clips of this style of presentation.  With an uncluttered backdrop, the message does not get lost.  This is quite a change from having screens packed with information to be read to the audience.  The difficult part is selecting images that complement the information being presented.  I enjoyed my first foray into this arena and will use it more in the future.

tommycoleman

This semester in my school division, we began to rotate our principals meetings to different schools.  Each meeting begins with the opportunity to observe classes in a new setting.  I have found the change to be refreshing and informative.  Initially, the thought of seeing different strategies or materials that could be appropriate form my school was appealing.  I had not considered the professional benefit for me personally.

By observing classes with another administrator, I had a point of comparison.  Each observation became an opportunity for growth.  The subsequent discussions also offered different perspectives to the building administrator while allowing for improve reliability in our ability to rate teacher performance.

tommycoleman

The new teacher evaluation developed by the state places more emphasis on student performance.  The tool had been piloted and refined by one of the divisions.  It was helpful to hear from administrators who had experienced using the new evaluation first hand.  From the training it was obvious that the evaluation was not complete in all aspects.  Determining student performance is less difficult when a state assessment is available, but growth must be considered.

The new process places more responsibility for showing evidence of performance on the teachers.  In my division teachers already produce a staff development notebook each year.  This notebook was modified to reflect the categories required for the evaluation.  Teachers could document progress and present their own evidence at the time of their evaluation.

We began the process by determining goals at the beginning of the school year.  Now at the end of the first semester it is time to review the goals set and gage progress.  This preliminary look will give the teachers time to make correction to ensure that their students reach the targets set.

The course work on program evaluation made sense as compared to teacher evaluation.  By looking at practical aspects for conducting the evaluation and collecting data, potential problems can be predicted.  The evaluation process will not be successful if the usefulness of the information gained is in question or if the process becomes overly cumbersome.  The ultimate goal for evaluation is to improve instruction and learning.  For this goal to be achieved, the process needs to be manageable within the time constraints of a typical school day and integrated with other aspects of school administration.  Evaluating the process will be a key ingredient for ultimate success.