This document discusses the benefits of schools adopting a strategic planning process focused on just one clear and measurable student achievement goal. The author argues that setting overly broad goals that try to improve everything for everyone will inevitably lead plans to collapse. Instead, schools should pick one core competency like comprehension, writing or problem solving and dedicate all resources and conversations to improving student performance in that area. The document provides examples of districts that saw significant gains by taking this focused approach. It also notes that properly measuring the goal is essential for accountability and continuous improvement.
This document discusses the benefits of schools adopting a strategic planning process focused on one clear and measurable student achievement goal. The author argues that setting overly broad goals to please everyone often results in plans that are impossible to achieve. However, anchoring the strategic planning process to a single, measurable student learning outcome can unite staff and focus improvement efforts. The document provides examples of districts that have improved student performance significantly in this way by dedicating all resources and conversations to advancing proficiency in one key skill like literacy, critical thinking, or problem solving. Measurement of the chosen goal is essential to driving continuous progress.
This document discusses logic models and theories of change. It provides examples of logic models for different projects, including a baby literacy project. It explains the components of a logic model, including the problem statement, goals, assumptions, resources, activities, outputs, and outcomes. It also discusses why logic models are useful for aligning actions to mission, examining assumptions, and planning, building consensus, and fundraising. The document emphasizes that logic models can help make a program theory explicit and structure evaluation.
Dave Nagel --PLC impact through mind frame -VL slidesNags4444
This document discusses how to ensure professional learning communities (PLCs) have their greatest impact on student learning. It recognizes five core factors that influence PLC impact, including developing critical mind frames in teachers over time. Teachers must focus PLC discussions on student learning, not just teaching, and develop instructional protocols for these discussions. Common challenges can help PLCs view assessments as feedback to foster shared understanding of student progress. The document provides strategies to increase efficacy, empowerment, relational trust, and authentic instructional norms and protocols in PLCs. Developing the right mind frames to guide team efforts towards maximum impact is important.
This document provides an overview and plan for a strategic planning process for Region 12 Public Schools. It discusses the purpose and benefits of strategic planning, including refining the district's mission, reflecting on past performance, and establishing common goals. It outlines the plan for the strategic planning process, including establishing planning structures, reviewing foundational assumptions and essential planning questions, collecting and analyzing data, and setting goals. It also discusses key principles for strategic planning like linkages and alignment across different levels, as well as barriers to success like lack of focus and inertia.
Problems are obstacles thrown in front of us to hamper our progress.
These problems must be solved and overcome.
Problems can arise in personal, professional and social contexts.
Some problems can be solved alone, some can be by collective thought and some by using computers.
Problem solving refers to any activity or group of activities that seek to resolve problems or find a solution to solve the problems, by proceeding in an orderly fashion.
problem solving strategies examples
problem solving methods and techniques
problem solving techniques and strategies
math problem solving strategies
problem solving strategies psychology
strategies for decision making and problem solving
list of problem solving techniques
10 problem solving strategies
six thinking hats worksheet
six thinking hats ppt
six thinking hats scenarios
six thinking hats game
six thinking hats certification united states training
6 thinking hats printables
six thinking hats exercise
six thinking hats example
Steps in Problem Solving
Identification of Problems and Opportunities
Definition of Goals
Exploration of Possible Strategies
Anticipation of Outcomes and Action
Learning through Retrospection
Problem Solving through Six Thinking Hats
Advantages of Six Thinking Hats
Problem-Solving Strategies
Algorithms
Heuristics
Trial-and-Error
Insight
This document discusses problem solving and provides guidance on how to approach problem solving effectively. It defines problems, problem solving, and why problem solving is important for leaders. It then outlines a 6-step process for creative problem solving that involves identifying the problem, analyzing it, generating potential solutions, selecting a solution, implementing it, and evaluating the outcome. The document also discusses obstacles to effective problem solving like functional fixedness and assumptions. It emphasizes applying a structured approach and being open-minded to solve problems thoroughly.
Curriculum design models provide a framework for educators to plan learning experiences and assessments that help students develop a deeper understanding of concepts. These models incorporate goals, student needs, resources, and evaluation methods. They recognize that simply following a textbook is not enough in the 21st century, where students must learn to apply knowledge in new contexts. Research shows curriculum should be learner-centered, knowledge-centered, and assessment-centered. One prominent model, Understanding by Design, involves identifying important learning outcomes, determining how understanding will be demonstrated over time through various assessments, and then planning instruction accordingly.
The document outlines the process for designing and developing a learning solution. It discusses identifying stakeholders, timelines, and principles of adult education, cognitive science, and change management to create a plan. It emphasizes that a needs assessment is needed to determine the proper outcomes to drive the design of the learning solution.
This document discusses the benefits of schools adopting a strategic planning process focused on one clear and measurable student achievement goal. The author argues that setting overly broad goals to please everyone often results in plans that are impossible to achieve. However, anchoring the strategic planning process to a single, measurable student learning outcome can unite staff and focus improvement efforts. The document provides examples of districts that have improved student performance significantly in this way by dedicating all resources and conversations to advancing proficiency in one key skill like literacy, critical thinking, or problem solving. Measurement of the chosen goal is essential to driving continuous progress.
This document discusses logic models and theories of change. It provides examples of logic models for different projects, including a baby literacy project. It explains the components of a logic model, including the problem statement, goals, assumptions, resources, activities, outputs, and outcomes. It also discusses why logic models are useful for aligning actions to mission, examining assumptions, and planning, building consensus, and fundraising. The document emphasizes that logic models can help make a program theory explicit and structure evaluation.
Dave Nagel --PLC impact through mind frame -VL slidesNags4444
This document discusses how to ensure professional learning communities (PLCs) have their greatest impact on student learning. It recognizes five core factors that influence PLC impact, including developing critical mind frames in teachers over time. Teachers must focus PLC discussions on student learning, not just teaching, and develop instructional protocols for these discussions. Common challenges can help PLCs view assessments as feedback to foster shared understanding of student progress. The document provides strategies to increase efficacy, empowerment, relational trust, and authentic instructional norms and protocols in PLCs. Developing the right mind frames to guide team efforts towards maximum impact is important.
This document provides an overview and plan for a strategic planning process for Region 12 Public Schools. It discusses the purpose and benefits of strategic planning, including refining the district's mission, reflecting on past performance, and establishing common goals. It outlines the plan for the strategic planning process, including establishing planning structures, reviewing foundational assumptions and essential planning questions, collecting and analyzing data, and setting goals. It also discusses key principles for strategic planning like linkages and alignment across different levels, as well as barriers to success like lack of focus and inertia.
Problems are obstacles thrown in front of us to hamper our progress.
These problems must be solved and overcome.
Problems can arise in personal, professional and social contexts.
Some problems can be solved alone, some can be by collective thought and some by using computers.
Problem solving refers to any activity or group of activities that seek to resolve problems or find a solution to solve the problems, by proceeding in an orderly fashion.
problem solving strategies examples
problem solving methods and techniques
problem solving techniques and strategies
math problem solving strategies
problem solving strategies psychology
strategies for decision making and problem solving
list of problem solving techniques
10 problem solving strategies
six thinking hats worksheet
six thinking hats ppt
six thinking hats scenarios
six thinking hats game
six thinking hats certification united states training
6 thinking hats printables
six thinking hats exercise
six thinking hats example
Steps in Problem Solving
Identification of Problems and Opportunities
Definition of Goals
Exploration of Possible Strategies
Anticipation of Outcomes and Action
Learning through Retrospection
Problem Solving through Six Thinking Hats
Advantages of Six Thinking Hats
Problem-Solving Strategies
Algorithms
Heuristics
Trial-and-Error
Insight
This document discusses problem solving and provides guidance on how to approach problem solving effectively. It defines problems, problem solving, and why problem solving is important for leaders. It then outlines a 6-step process for creative problem solving that involves identifying the problem, analyzing it, generating potential solutions, selecting a solution, implementing it, and evaluating the outcome. The document also discusses obstacles to effective problem solving like functional fixedness and assumptions. It emphasizes applying a structured approach and being open-minded to solve problems thoroughly.
Curriculum design models provide a framework for educators to plan learning experiences and assessments that help students develop a deeper understanding of concepts. These models incorporate goals, student needs, resources, and evaluation methods. They recognize that simply following a textbook is not enough in the 21st century, where students must learn to apply knowledge in new contexts. Research shows curriculum should be learner-centered, knowledge-centered, and assessment-centered. One prominent model, Understanding by Design, involves identifying important learning outcomes, determining how understanding will be demonstrated over time through various assessments, and then planning instruction accordingly.
The document outlines the process for designing and developing a learning solution. It discusses identifying stakeholders, timelines, and principles of adult education, cognitive science, and change management to create a plan. It emphasizes that a needs assessment is needed to determine the proper outcomes to drive the design of the learning solution.
The document provides an overview of materials for strategic planning in the Cromwell Public Schools. It discusses developing a strategic plan that:
1. Gains support from the school community by articulating 2-4 priority goals and suggested indicators, strategies, and action plans for improving performance in focus areas.
2. The plan should align the district's goals for learning, teaching and instruction, curriculum, leadership, professional development, resource allocation, and assessment practices.
3. An effective strategic plan provides a coherent systems approach that connects all elements of the district to achieve common goals for student learning and development.
The document outlines six critical skills that form the foundation for 21st century success: (1) information, media and technology skills; (2) communication and collaboration skills; (3) life and career skills; (4) learning and innovation skills; (5) digital citizenship; and (6) key subject and 21st century themes. It provides a crosswalk that maps these six skills against frameworks from leading organizations to show a consensus on the skills needed to thrive in today's world.
The document outlines a plan for increasing strategic coherence in education. It discusses three key principles: measuring what you value, valuing what you measure, and prioritizing student learning. It then lists several immediate tasks needed over the summer of 2014, including finalizing measurable student behaviors, aligning assessments and professional development, and communicating the coherence plan. The overall goal is to better align goals, measures, and practices across the district to improve student outcomes.
This document discusses the importance of 21st century skills and how education needs to evolve to meet the demands of a changing world. It provides statistics showing the rapid growth of technology and explains how digital natives think differently than digital immigrants. The document advocates for identifying measurable 21st century skills, collecting student performance data, ensuring all students receive instruction in 21st century skills, and having students demonstrate mastained of these skills. It also discusses the need for performance assessments and rubrics to properly evaluate 21st century skills.
This document outlines a presentation on planning for NEASC accreditation with a focus on 21st century skills. It discusses the evolution of educational reform over time from a focus on inputs/outputs to universal proficiency. It emphasizes developing skills like critical thinking, problem solving, collaboration and digital literacy. Charts are included that align student learning goals, assessments, instructional practices and data use to support coherence across these areas. Developing strong measures and using data to connect student learning, adult learning and systems/organizational improvement is highlighted.
This document discusses the need to prepare students for the 21st century by shifting to a more digital, collaborative, and skills-based model of learning.
It advocates moving from a single source, textbook-based model to one that incorporates multiple perspectives through crowd-sourcing. Key strategies proposed include ensuring all students have individual digital devices, moving from just-in-case learning to just-in-time learning by giving students open access to information, and assessing students based on applied understandings rather than solely on recall of facts.
The goal is to develop students' 21st century skills like collaboration, critical thinking, and problem solving in order to prepare them for further learning, life and work in today's evolving digital
This document outlines a framework for establishing coherence across educational systems. It defines coherence as having clear connections between goals for student learning, measures of student achievement, instructional practices, professional development, and organizational systems. The framework includes pathways that map these elements at different levels from universal goals to individual classrooms. It also provides examples of applying this framework to align the goals, practices and measures of a school district around priority skills like developing arguments from evidence and problem solving. Establishing coherence requires analyzing existing elements, identifying gaps, and making adjustments to ensure all components work together to improve student outcomes.
This document provides resources to encourage educators to think about the implications of digital learning and 1:1 learning. It includes videos, articles, and websites about envisioning the future of education with technology, developing 21st century skills, and general instructional resources and ideas for digital learning. Links are provided to sources from organizations like the MacArthur Foundation, Joanganz Cooney Center, Stanford University, and Khan Academy.
The document discusses assessing 21st century skills in students. It outlines 6 critical skills and provides indicators and evidence for measuring each skill:
1) Use real-world digital tools to access, evaluate, and apply information. Evidence includes student-created digital products and research tools rubrics.
2) Work independently and collaboratively to solve problems and accomplish goals. Evidence includes collaboration reflections and comments from teachers on student work.
3) Communicate information clearly using various tools in different contexts. Evidence includes student media products and their ability to tailor communication for audiences.
4) Demonstrate originality and inventiveness in work and understand progress in creative skills. Evidence includes student self-reflections and peer
Eastern High School Principals Presentation EdAdvance
The document discusses preparing students for learning, life, and work in the 21st century digital world. It notes that the future of learning and work is digital, driven by trends like ubiquitous communication technologies, the influence of companies like Apple and Google, and cloud-based/browser-based software. It emphasizes that limited access to digital tools and resources limits students' mastery of 21st century skills and that schools should move away from printed materials. The goal is to align all aspects of education, like assessments, instruction, resources and leadership, to focus on developing skills like problem-solving, collaboration and digital literacy that students will need for success.
The document discusses creating coherence in mission, leadership, and focus for a school board. It emphasizes beginning with student learning goals focused on core skills like critical thinking. Professional development and instructional practices should support these student goals. Measurement of students, educators, and organizational progress should also align. The document provides frameworks to map how goals, practices, and measures interconnect across student, professional, and organizational domains to achieve coherence. It advises diagnostic analysis of current connections and decision-making based on strengthening these pathways.
The document discusses aligning educational systems with 21st century skills. It proposes aligning instruction, leadership development, and data/knowledge management around competencies like digital literacy, critical thinking, and self-directed learning. This includes observation models for these skills, professional learning focused on data and research, and an integrated online platform for resources, exemplars, and continuous learning. The goal is preparing all students for an evolving, technology-driven world by retrofitting current "analogue" systems focused on classroom-based, test-driven instruction.
The document outlines a plan for schools to implement digital learning for all students using resources they already have. It proposes that schools embrace bring-your-own-device (BYOD) policies, use open-source software and digital materials, and leverage existing community WiFi networks. This would allow schools to move from an expensive, print-based model to a low-cost digital model. The document provides a framework for critical decisions around BYOD implementation, including engagement, infrastructure, hardware, student safety, and software/materials. It presents an implementation timeline with phases for decision making, planning, and executing the transition to digital learning for all students.
This document provides an overview of educational reform efforts over time from the 1980s to present day. It summarizes the key areas of focus for each era, including learning goals, assessment protocols, accountability measures, teacher preparation, curriculum standards, testing tools, and views of student abilities. The evolution has moved from locally determined standards to common standards and assessments across many states. It also outlines the common core state standards initiative and new smarter balanced assessments that will be implemented in coming years.
This document summarizes a presentation given by Jonathan P. Costa on the Connecticut Core Standards. It discusses both criticisms that have been levied against the Common Core Standards and counterpoints to those criticisms. Some of the criticisms addressed include that the standards lower the bar, that no teachers were involved in developing them, and that they represent a "big government takeover." The presentation provides counterpoints for each criticism and argues that the Common Core Standards are beneficial for students.
This document discusses trends and implications for the future of education, including:
1) The world is becoming more digital, globalized, and unpredictable, making skills like critical thinking and adaptability more important.
2) Competition for spots at top colleges is intense, with acceptance rates under 5%. Colleges seek well-rounded students who excel academically.
3) The amount of information is doubling increasingly quickly, changing the nature of learning from acquiring discrete facts to developing lifelong skills and the ability to learn independently.
This is a stem education course, this is due within 10 hours! muojas18
This document provides directions for a STEM education course discussion assignment. It includes two discussion questions that must be answered in 150 words each, citing references using APA style. It also includes two response questions that must be answered in 100 words. The document provides examples of responses from two students, Jill and Molly, addressing feedback from assessments and how it can help students. It emphasizes using feedback to improve, setting goals, and student self-assessment and tracking progress. The document stresses clear communication and empathy when working with families to ensure they feel supported in the accommodations process.
The article discusses the importance of strategy, not just strategic planning, for school districts to effectively utilize large funding opportunities like Race to the Top. Strategy focuses a district's actions and resources on a select number of high-impact initiatives that are aligned, coherent and mutually reinforcing. It allows a district to filter out distractions and prioritize improvement efforts. The article outlines questions districts with effective strategy can answer about what they are doing, why they chose those things, and how they are implementing their work. It also provides criteria to assess the level of strategy in a district.
1Running head PROGRAM EVALUATION APPROACH FOR EDUCATION 6PR.docxaulasnilda
This document describes a program evaluation approach for education. It discusses Tyler's program evaluation model which focuses on establishing goals and objectives, defining objectives in terms of measurable behaviors, collecting performance data, and comparing results to objectives. It also describes key questions for the evaluation, including questions about learning challenges, corrective actions, and determining the best corrective action. Stakeholders like parents and students are also discussed as important to involve in the evaluation process. The evaluator should work with stakeholders to understand perspectives and ensure involvement.
Active Experimentation And Its Effects On Reality And The...Adriana Wilson
The document discusses Kolb's experiential learning cycle, which includes four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. It examines research showing that combining hands-on learning with simulated experiences can enhance students' skills and satisfaction. While criticized for some limitations, Kolb's model emphasizes the importance of learning from experience and its application in various educational and organizational settings.
The document provides an overview of materials for strategic planning in the Cromwell Public Schools. It discusses developing a strategic plan that:
1. Gains support from the school community by articulating 2-4 priority goals and suggested indicators, strategies, and action plans for improving performance in focus areas.
2. The plan should align the district's goals for learning, teaching and instruction, curriculum, leadership, professional development, resource allocation, and assessment practices.
3. An effective strategic plan provides a coherent systems approach that connects all elements of the district to achieve common goals for student learning and development.
The document outlines six critical skills that form the foundation for 21st century success: (1) information, media and technology skills; (2) communication and collaboration skills; (3) life and career skills; (4) learning and innovation skills; (5) digital citizenship; and (6) key subject and 21st century themes. It provides a crosswalk that maps these six skills against frameworks from leading organizations to show a consensus on the skills needed to thrive in today's world.
The document outlines a plan for increasing strategic coherence in education. It discusses three key principles: measuring what you value, valuing what you measure, and prioritizing student learning. It then lists several immediate tasks needed over the summer of 2014, including finalizing measurable student behaviors, aligning assessments and professional development, and communicating the coherence plan. The overall goal is to better align goals, measures, and practices across the district to improve student outcomes.
This document discusses the importance of 21st century skills and how education needs to evolve to meet the demands of a changing world. It provides statistics showing the rapid growth of technology and explains how digital natives think differently than digital immigrants. The document advocates for identifying measurable 21st century skills, collecting student performance data, ensuring all students receive instruction in 21st century skills, and having students demonstrate mastained of these skills. It also discusses the need for performance assessments and rubrics to properly evaluate 21st century skills.
This document outlines a presentation on planning for NEASC accreditation with a focus on 21st century skills. It discusses the evolution of educational reform over time from a focus on inputs/outputs to universal proficiency. It emphasizes developing skills like critical thinking, problem solving, collaboration and digital literacy. Charts are included that align student learning goals, assessments, instructional practices and data use to support coherence across these areas. Developing strong measures and using data to connect student learning, adult learning and systems/organizational improvement is highlighted.
This document discusses the need to prepare students for the 21st century by shifting to a more digital, collaborative, and skills-based model of learning.
It advocates moving from a single source, textbook-based model to one that incorporates multiple perspectives through crowd-sourcing. Key strategies proposed include ensuring all students have individual digital devices, moving from just-in-case learning to just-in-time learning by giving students open access to information, and assessing students based on applied understandings rather than solely on recall of facts.
The goal is to develop students' 21st century skills like collaboration, critical thinking, and problem solving in order to prepare them for further learning, life and work in today's evolving digital
This document outlines a framework for establishing coherence across educational systems. It defines coherence as having clear connections between goals for student learning, measures of student achievement, instructional practices, professional development, and organizational systems. The framework includes pathways that map these elements at different levels from universal goals to individual classrooms. It also provides examples of applying this framework to align the goals, practices and measures of a school district around priority skills like developing arguments from evidence and problem solving. Establishing coherence requires analyzing existing elements, identifying gaps, and making adjustments to ensure all components work together to improve student outcomes.
This document provides resources to encourage educators to think about the implications of digital learning and 1:1 learning. It includes videos, articles, and websites about envisioning the future of education with technology, developing 21st century skills, and general instructional resources and ideas for digital learning. Links are provided to sources from organizations like the MacArthur Foundation, Joanganz Cooney Center, Stanford University, and Khan Academy.
The document discusses assessing 21st century skills in students. It outlines 6 critical skills and provides indicators and evidence for measuring each skill:
1) Use real-world digital tools to access, evaluate, and apply information. Evidence includes student-created digital products and research tools rubrics.
2) Work independently and collaboratively to solve problems and accomplish goals. Evidence includes collaboration reflections and comments from teachers on student work.
3) Communicate information clearly using various tools in different contexts. Evidence includes student media products and their ability to tailor communication for audiences.
4) Demonstrate originality and inventiveness in work and understand progress in creative skills. Evidence includes student self-reflections and peer
Eastern High School Principals Presentation EdAdvance
The document discusses preparing students for learning, life, and work in the 21st century digital world. It notes that the future of learning and work is digital, driven by trends like ubiquitous communication technologies, the influence of companies like Apple and Google, and cloud-based/browser-based software. It emphasizes that limited access to digital tools and resources limits students' mastery of 21st century skills and that schools should move away from printed materials. The goal is to align all aspects of education, like assessments, instruction, resources and leadership, to focus on developing skills like problem-solving, collaboration and digital literacy that students will need for success.
The document discusses creating coherence in mission, leadership, and focus for a school board. It emphasizes beginning with student learning goals focused on core skills like critical thinking. Professional development and instructional practices should support these student goals. Measurement of students, educators, and organizational progress should also align. The document provides frameworks to map how goals, practices, and measures interconnect across student, professional, and organizational domains to achieve coherence. It advises diagnostic analysis of current connections and decision-making based on strengthening these pathways.
The document discusses aligning educational systems with 21st century skills. It proposes aligning instruction, leadership development, and data/knowledge management around competencies like digital literacy, critical thinking, and self-directed learning. This includes observation models for these skills, professional learning focused on data and research, and an integrated online platform for resources, exemplars, and continuous learning. The goal is preparing all students for an evolving, technology-driven world by retrofitting current "analogue" systems focused on classroom-based, test-driven instruction.
The document outlines a plan for schools to implement digital learning for all students using resources they already have. It proposes that schools embrace bring-your-own-device (BYOD) policies, use open-source software and digital materials, and leverage existing community WiFi networks. This would allow schools to move from an expensive, print-based model to a low-cost digital model. The document provides a framework for critical decisions around BYOD implementation, including engagement, infrastructure, hardware, student safety, and software/materials. It presents an implementation timeline with phases for decision making, planning, and executing the transition to digital learning for all students.
This document provides an overview of educational reform efforts over time from the 1980s to present day. It summarizes the key areas of focus for each era, including learning goals, assessment protocols, accountability measures, teacher preparation, curriculum standards, testing tools, and views of student abilities. The evolution has moved from locally determined standards to common standards and assessments across many states. It also outlines the common core state standards initiative and new smarter balanced assessments that will be implemented in coming years.
This document summarizes a presentation given by Jonathan P. Costa on the Connecticut Core Standards. It discusses both criticisms that have been levied against the Common Core Standards and counterpoints to those criticisms. Some of the criticisms addressed include that the standards lower the bar, that no teachers were involved in developing them, and that they represent a "big government takeover." The presentation provides counterpoints for each criticism and argues that the Common Core Standards are beneficial for students.
This document discusses trends and implications for the future of education, including:
1) The world is becoming more digital, globalized, and unpredictable, making skills like critical thinking and adaptability more important.
2) Competition for spots at top colleges is intense, with acceptance rates under 5%. Colleges seek well-rounded students who excel academically.
3) The amount of information is doubling increasingly quickly, changing the nature of learning from acquiring discrete facts to developing lifelong skills and the ability to learn independently.
This is a stem education course, this is due within 10 hours! muojas18
This document provides directions for a STEM education course discussion assignment. It includes two discussion questions that must be answered in 150 words each, citing references using APA style. It also includes two response questions that must be answered in 100 words. The document provides examples of responses from two students, Jill and Molly, addressing feedback from assessments and how it can help students. It emphasizes using feedback to improve, setting goals, and student self-assessment and tracking progress. The document stresses clear communication and empathy when working with families to ensure they feel supported in the accommodations process.
The article discusses the importance of strategy, not just strategic planning, for school districts to effectively utilize large funding opportunities like Race to the Top. Strategy focuses a district's actions and resources on a select number of high-impact initiatives that are aligned, coherent and mutually reinforcing. It allows a district to filter out distractions and prioritize improvement efforts. The article outlines questions districts with effective strategy can answer about what they are doing, why they chose those things, and how they are implementing their work. It also provides criteria to assess the level of strategy in a district.
1Running head PROGRAM EVALUATION APPROACH FOR EDUCATION 6PR.docxaulasnilda
This document describes a program evaluation approach for education. It discusses Tyler's program evaluation model which focuses on establishing goals and objectives, defining objectives in terms of measurable behaviors, collecting performance data, and comparing results to objectives. It also describes key questions for the evaluation, including questions about learning challenges, corrective actions, and determining the best corrective action. Stakeholders like parents and students are also discussed as important to involve in the evaluation process. The evaluator should work with stakeholders to understand perspectives and ensure involvement.
Active Experimentation And Its Effects On Reality And The...Adriana Wilson
The document discusses Kolb's experiential learning cycle, which includes four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. It examines research showing that combining hands-on learning with simulated experiences can enhance students' skills and satisfaction. While criticized for some limitations, Kolb's model emphasizes the importance of learning from experience and its application in various educational and organizational settings.
November 3-6 i Potsdam -- the OECD is hosting a seminar on how to assess the impact of entrepreneurship training. This is my white paper (draft!) on how to assess student outcomes: How can we rigorously assess change in the entrepreneurial mindset? Comments definitely welcome!
Here are a few suggestions for your peer based on the goal-setting theory:
1. Ensure their goals are specific, measurable, attainable, relevant and time-bound (SMART). Having clear criteria for success will help stay focused and motivated.
2. Consider setting interim goals or milestones to stay on track for graduating on time. Breaking the larger goal into smaller steps can make it feel more manageable.
3. Re-evaluate goals periodically to make sure they are still the right fit considering any changes in interests, opportunities or circumstances. Being flexible allows for adjustment if needed.
4. Identify potential obstacles and have backup plans to overcome challenges. Anticipating issues and how to address them
The document provides an overview of a SWOT analysis for schools. It explains that a SWOT analysis is a tool that can help schools analyze their strengths, weaknesses, opportunities, and threats. It discusses how internal strengths and weaknesses relate to factors within a school's control, while external opportunities and threats involve factors outside a school's control. The document provides examples of different strengths, weaknesses, opportunities, and threats a school may want to consider in a SWOT analysis.
The document discusses the importance of strategic learning for nonprofit effectiveness and leadership. It argues that evaluation should focus on learning what works, for whom, and why rather than just accountability. The key aspects of strategic learning are: creating data gathering processes to leverage evaluation findings; infusing learning into planning; and taking immediate action based on evaluations. However, only about 25% of nonprofits are effective learners. The document outlines a seven step strategic learning process involving gathering data, analyzing results, making meaning from findings, and using decisions to improve programs.
A Blueprint For Success Case Studies Of Successful Pre-College Outreach Prog...Raquel Pellicier
This document provides an introduction and overview of a study that examines ten exemplary pre-college outreach programs from around the United States. The introduction discusses the importance of identifying effective practices that can help other programs support underrepresented students in preparing for and succeeding in postsecondary education. Common themes are identified across the case studies, including intentionality, a focus on empowering students and families, being data-driven, strong program management, taking an intrusive approach, and having high expectations. The remainder of the document presents individual case studies of the ten programs.
Research SMART goals and other goal setting strategies in the Univ.docxbrittneyj3
Research
SMART goals and other goal setting strategies in the University Library and
review
the "Making SMART Goals Smarter" article located in the
Week 5 Electronic Reserve Readings
.
Refer
to the stages of coaching and mentoring found on pg. 18 of
Student-Centered Coaching
.
Design
a professional learning opportunity for coaches of teachers who need to implement effective instruction in order to meet their students' needs.
Create
an 8- to 10-slide presentation for your professional learning opportunity, in which you address the following:
Identify three possible target areas in which growth may be warranted and provide justification for each area selected.
Write three goals for each target area--two SMART goals and one goal using another goal setting strategy that you discovered.
List strategies for fostering awareness, modeling, and providing motivation during the stages of coaching and mentoring.
Discuss professional learning communities and explain how you might incorporate them as a coach or mentor.
Include
speaker notes, APA-formatted in-text citations, and a reference slide.
Week 5 - readings
Making SMART Goals Smarter Goal-setting In this article… Study the differences between goals and objectives and get some valuable insights on how to use SMART goals in a health care organization. A critical role of leadership is goal setting.1 As our health care system continues to evolve, physician executives will be called upon to play increasingly proactive roles in formulating appropriate goals for their respective health care organizations (HCOs). With what looks like a major perspective shift from provider-driven volume to consumer-driven value,2-4 physician leaders will be entrusted with the responsibility of ensuring high standards of care throughout the extended process of resource realignment. How well they are able to formulate effective goals will have, no doubt, a major influence on the future success of their respective HCOs. In times of system turbulence, goal initiation is usually a far better alternative than goal response. It should be noted initially that, as popular as the concept of SMART goals has become in recent years, it is also somewhat of a misnomer. The terms goals, sub-goals, and objectives are often used interchangeably, which has often been the source of unnecessary confusion, and as goal-setting theory continues to develop as a useful body of knowledge, related application benefits can be markedly improved when their differences are more clearly understood. Together with an HCO’s mission, vision, strategies and tactics, goals and objectives serve as the foundation elements for most major programmatic initiatives. An organization’s mission is basically its reason for being. Its vision describes where it wants to be in the future, and its values are a statement of the principles that form its moral foundation.5 Collectively, they are the basis for devising the supporting goals and object.
This document discusses strategies for implementing non-traditional educational programs to engage at-risk students. It describes the Choices program at Scottsbluff High School, which aims to reconnect disconnected students to education through alternative assessments, enrichment opportunities, and a smaller, safer learning environment. The program's goals are to improve standardized test scores, prevent dropouts, offer relevant instruction, and function as a Tier 2 intervention for the main high school to create effective learning environments for all students. Key aspects of implementation discussed are building relationships, quality teaching, and providing flexible learning opportunities.
The document outlines an organization's approach to leadership development programs that addresses common issues identified in research. It discusses focusing programs on the specific organizational context and vision rather than general principles. It emphasizes linking reflection to real work by incorporating business cases from the organization. The approach also addresses differing mindsets by teaching participants to understand different perspectives rather than aiming to change mindsets. Finally, the organization measures program effectiveness through evaluations, competency assessments, and tracking participants' career progress and implementation of business cases.
Tsipporah Top of FormResults of the EvaluationThe results of.docxwillcoxjanay
Tsipporah
Top of Form
Results of the Evaluation
The results of the evaluation of the School Success Program showed improvement in academics for children who were victims of maltreatment. This program recognized that there is a correlation between poor school performance of children who were maltreated. The School Success Program assists maltreated youth in school with tutoring and mentoring by certified teachers (Mallett, 2012). This program recognized that children who are maltreated have learning difficulties in school. Providing assistance to maltreated children with tutoring and mentoring increased their performance in school. “Program participants have shown one-year improvements that are significant when compared with those of their non maltreated peers: Basic reading and comprehension skills improved 58 percent; math reasoning and comprehension skills improved 50 percent; basic writing skills improved 48 percent; and overall academic skills improved 51 percent” (Mallett, 2012, p.13). These results were noted from both genders and with minorities, especially males.
Background Information and the Key Message
Background information that I would need to present to show that this program is successful and should be implemented elsewhere, is to show the results of identified maltreated children without intervention and to compare the results to maltreated children with interventions. I would show graphs and data to compare the results and the increased improvement of the interventions is significant. I could provide results of a single research study to show how the intervention improved academic performance which is significant. Also, using results of past research studies. Physical abuse and neglect have been shown to have negative results on school performance. Showing how the tutoring and mentoring program improved academic performance is significant.
Strategies to meet your Colleagues’ Interests and Goals
Strategies to meet my colleagues’ interests and goals would be to utilize surveys to learn about concerns that my colleagues may have about poor academic performance. If the goal is to reach this population early to produce better results in school performance, the program that is yielding strong results should be implemented.
Questions Colleagues Might Have and Possible Reactions
Questions colleagues might have about the program is how do we reach the intended population? How do we implement the program and maintaining the fidelity of the program that yields the intended results? What skills and trainings do the tutors and mentors need to possess. I would show that we will screen for poor academic progress and poor attendance to identify some. When we are aware that a children services agency is involved with certain children, they are enrolled automatically in the program. Ensure that tutors and mentors can be interns in education, working on their teaching degrees. I believe if their questions are answered during the presentatio ...
Presented during Tshikululu Social Investments' second annual Serious Social Investing workshop, which took place on 17 and 18 March 2011.
Andre Proctor (Programme director: Keystone) will share some examples of successful
Collective Impact initiatives and discuss the five conditions
of collective success that have emerged from this experience. We can do it too. Participants will apply some innovative tools to sketch out a possible Collective Impact solution to address a key social problem.
Restorative Practices to Transform Educational SettingsVickie Sax
Article Review based on “SaferSanerSchools: Transforming School Cultures with Restorative Practices”, Mirsky, L., Reclaiming Children and Youth, vol. 16, number 2, summer 2007, pg 5-12.
This document discusses different approaches to evaluating action learning programs. It argues that traditional evaluation models like Kirkpatrick's 4 levels and ROI methods are insufficient for complex interventions like action learning that involve emergent and unpredictable outcomes. More effective approaches involve engaging stakeholders, using mixed qualitative and quantitative methods, and recognizing the impact of organizational context. The key is conducting a realistic evaluation that can demonstrate both predicted and unexpected results over time to meet the different needs of stakeholders.
This document outlines a framework for determining the success of an educational program using both qualitative and quantitative data. It consists of 6 steps: 1) establish a need through data collection, 2) write a mission statement, 3) establish goals and objectives, 4) develop strategies, 5) ongoing progress monitoring, and 6) further developments. The framework provides examples and references supporting the use of both subjective and objective information to holistically evaluate program outcomes.
The responsibility of the board of directors of a nonprofit is not simply to fund raise or review financials, but rather to ensure that the money raised is used well. To create impact.
The presentation discusses new approaches to framing accountability to communities. It proposes that accountability involves a dialogue between stakeholders and school leaders about goals and performance. The presentation emphasizes transparency about both successes and failures, and communicating strategies for improvement. It observes that some accountability reports focus too much on scoring schools rather than informing stakeholders. The presentation suggests accountability reports could better address equity issues, inclusion of leading indicators, and evidence that poor results lead to changes.
The document discusses lessons learned from the pandemic and strategies for education recovery and improvement. It argues that true change is possible, one size does not fit all, and focus is important. The pandemic exposed inadequacies but also opportunities to make education more equitable through personalized, flexible models that meet students' varied needs. Moving forward, reflection on disruptions and lessons learned can inform priorities and action planning to ensure all students achieve at higher levels.
CCER Rigor and 21st Century Skills Slides - Jonathan CostaEdAdvance
This document discusses rigor and 21st century skills in education. It defines rigor and provides examples of depth of knowledge levels. It also discusses how to observe and collect evidence of student skills through observation, student work, and conversation. The document provides a checklist for providing quality feedback to students. It discusses moving from a culture of grading to a culture of learning, including eliminating things like averaging grades and homework from grades. Finally, it discusses aligning educational systems and goals to focus on content, skills, and attributes needed for students.
This document outlines a presentation on planning for strategic coherence given by Jonathan P. Costa. It discusses the need to realign education systems to prepare students for an automated future. Key points discussed include defining the skills needed for future success, appropriately defining rigor, aligning social-emotional learning, and vertically aligning curriculum. The presentation proposes a strategic coherence planning process that includes committing to principles, conducting a data scan, aligning actions, analyzing results, focusing on priorities, and defining strategic actions. It emphasizes the importance of focusing systems on high-leverage goals for learning through aligned curriculum, instruction, assessment, and accountability practices.
The document discusses how public schools have historically reflected the needs of the societies that created them, focusing on a common language, basic literacy, conformity, and workforce preparation. However, economic and technological changes including the information explosion, increased globalization, and digital innovations have disrupted this model. Standards and testing were implemented to ensure universal proficiency but robots, AI, and algorithms are now disrupting routine jobs. Schools must prepare students with skills like critical thinking, problem solving, meaningful communication, and digital literacy to thrive in this new, rapidly changing environment defined by shorter disruptions between technological innovations. Assessments must support student growth and coherence across the educational system.
The document discusses a session at Hyde Park Central Schools focused on gaining a deeper understanding of the four Cs: critical thinking, communication, collaboration, and creativity. It defines the attributes of each skill and explains why critical thinking is especially important for students' futures in the digital age. Examples are provided of what successful application of these skills looks like at different grade levels. The document also discusses resources for teaching and modeling the four Cs, and shifting away from an industrial model of education focused on facts toward applying information in the digital era.
1. The document discusses the need for strategic coherence in planning across a school district to ensure student success in an unpredictable world.
2. It emphasizes explicitly connecting foundational systems like mission, leadership, goals and measures to instructional practices to achieve high leverage student learning goals like critical thinking, communication, digital literacy and problem solving.
3. The document provides examples of how districts, schools, teachers and students can develop aligned goals, measures and practices at each level to create organizational coherence focused on equitable student outcomes.
This document discusses planning for a NEASC accreditation by focusing on 21st century skills. It emphasizes explicitly connecting mission, leadership, focus, goals and measures. The document identifies four high-leverage goals for student learning: critical and creative problem solving, analyzing and constructing arguments based on evidence, meaningful and purposeful communication and collaboration, and digital literacy and information fluency. It provides learning targets and success criteria for assessing these skills. It also discusses finding coherence by aligning assessment, instructional practices, professional goals, and organizational goals with the student learning goals.
1. The document outlines a strategic coherence planning process for Ridgefield Public Schools to better align its goals, practices, and measures to prepare students for life and work in the 21st century.
2. It recommends focusing on high leverage goals for student learning like critical thinking, problem solving, communication and collaboration, and digital literacy.
3. The planning process involves committing to principles of coherence, conducting a data scan, aligning actions with strategic focus, and ongoing results analysis to close gaps between current and desired performance.
This document provides an overview of a presentation on pursuing coherence in education. It discusses the evolution of educational reform over time from a focus on inputs and outputs to universal proficiency. It emphasizes that districts should focus on developing a few high-leverage skills in students like problem solving, communication, digital literacy, and metacognition. It also stresses the importance of aligning goals, measures of success, and instructional practices to ensure coherence across the system from the district level down to the classroom. The document provides examples of questions that districts and schools should ask to achieve organizational coherence centered around student learning.
1. The district has committed to focusing on a set of high-leverage student learning goals to prepare students for life, learning and work beyond school.
2. The district will align instructional strategies and professional learning to rigorously develop the skills in the student learning goals.
3. The district will use and report on measures of student and adult success that are aligned to the student learning goals.
4. The district will ensure its organizational systems support the achievement of the student learning goals.
This document provides information about strategic coherence planning services offered by Jonathan P. Costa, Sr. to school districts. The services are aimed at helping districts pursue coherence by focusing on student learning goals, instructional strategies, and measures of success. Specific services listed include facilitating strategic planning processes, supporting implementation of goals, providing curriculum resources, and helping with assessment and data analysis to align organizational systems with student learning goals.
This document discusses strategic coherence in education, including identifying high-leverage skills students need to succeed in 2025, data to track student progress, and aligning goals and practices at the district, school, and teacher levels. Resources are provided on common core, 21st century skills, flipped classrooms, MOOCs, and how technology supports learning. The focus is on setting goals, measuring outcomes, and ensuring professional development supports the highest priority instructional strategies.
The document outlines a plan for the New England Association of Schools and Colleges (NEASC) accreditation process. It discusses the need to explicitly connect foundational systems like mission, leadership, goals, and measures to create strategic coherence. Four high-leverage goals for student learning are identified: critical and creative problem solving, meaningful communication and collaboration, digital literacy and information fluency, and analyzing and constructing arguments based on evidence. The document provides examples of assessing these goals and aligning instructional practices, professional development, and organizational systems to support student achievement of the identified goals.
The document outlines a framework for setting goals, measures, and practices at the district, school, and teacher levels to improve student skills. At the district level, the community selects high-leverage student skills and agrees on standardized and non-standardized metrics to measure success. Similarly, at the school level, the community selects goals and measures. Professional learning opportunities are created at the school level aligned with needed instructional strategies. At the teacher level, goals are set aligned with the school's focus, and teachers identify standardized and non-standardized measures. Teachers engage in school-based professional learning and can add personalized learning to their plans.
This document outlines a framework for ensuring strategic coherence in education. It emphasizes aligning goals, measures of success, and practices at the district, school, and teacher levels to support student learning. The district identifies high-leverage student skills and measures of success. Schools then set goals aligned with the district's, and teachers create student learning objectives and professional goals tied to the school's. Measures and practices at each level are also aligned upward from teachers to schools to the district to ensure coherence across the system.
This document discusses creating strategic coherence in education systems by focusing efforts and connecting goals, measures, and practices. It emphasizes aligning goals for student learning across universal, building/department, and classroom levels. Student learning should focus on critical skills like problem solving, communication, and using evidence to construct arguments. Assessment practices should value what is being measured and reliably measure student progress towards goals. The document provides examples of aligning goals and assessments for a history teacher and discusses balancing formative and summative assessments. It presents coherence as connecting mission, leadership, focus, goals, measures and practices through data-driven improvement cycles to prepare students for the future.
This document outlines a strategic planning process focused on coherence. It discusses aligning efforts to focus on the most important skills, using data to assess student performance on those skills, and adjusting instruction and professional development accordingly. The document suggests pathways like realigning, reframing or redesigning systems and emphasizes strengths in focus and connections. Supporting resources are provided on topics like ongoing improvement, school effectiveness, and moving from textbooks to digital content.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
1. By Jonathan P. Costa, Sr.
Step up to the podium at a staff meeting and announce that the Board of
Education and the Superintendent have decided that the district should embark
on a comprehensive strategic planning and goal setting process. Watch carefully
as most teacher eyes roll toward the ceiling and listen for the collective
exasperate groan. While understandable given the effort needed to embark on
such a process, this perspective is problematic because if done properly, strategic
planning and effective goal setting really can change the course of your
educational institution for the better.
In the business world, where the singularity of the profit imperative helps
provide a guiding focus, strategic planning is a proven strategy for getting ahead
of the curve and repositioning the organization to ensure future competitiveness.
This focus and realignment, the most important byproducts of good planning,
are the critical foundational ingredients for any successful improvement process.
So, if good planning is such a well recognized platform for positive
change, why is success in this endeavor so rare in schools? For educators, I
believe the problem begins with purpose setting. Because educational
institutions have seen their roles in society expand so dramatically over the last
100 years, when we write missions and visions, the end product is often a
generic, wide-open “do everything for everyone” statement. While befitting an
organization that values inclusion, these statements unfortunately then lead to
1
2. goals that are similarly inclusive and can be summarized as “it is our goal to
improve everything for everyone all of the time.”
When a staff tries to implement such overwhelming goals, they usually
give a valiant effort in the plan’s enthusiastic aftermath, but they are soon
consumed with coping with the complexity of trying to accomplish impossible
tasks (Harvard Business Review, 1998). These well intentioned but wholly
unrealistic plans soon collapse under their own weight. They are abandoned
because everyone understands they cannot be accomplished even with double
the available resources.
Additionally, when an organization tries to do everything better, it
usually ends up doing nothing as well as it would like. Universal plans with
broadly stated goals designed to keep everyone happy are politically expedient
but inevitably lead the planning process to an inglorious end. My experience
with school planning suggests that it truly is as Peter Drucker famously stated it;
“One goal is a goal, two goals are half a goal, and three goals are no goals at all.”
This is far from a new idea. In the early 1900’s Wilfred Pareto wrote about
his 20/80 rule. Pareto observed that in almost every system he tracked, a few
vital causes (20%) drove most of the results (80%) in that system. In other words,
in a list of 5 potential planning goals, there is just one key goal would achieve
80% of the total available improvements.
In a school setting, Mike Schmoker, completed an excellent synthesis of
the educational applications of this issue in his book Results, presenting 5 major
2
3. studies that all reached the same conclusion (page 61). As Schmoker sums it up,
“our zeal to improve may lead to one of the gravest mistakes we can make:
taking on more than we can manage.” Certainly, as the focus is divided, the
inertia for change dissipates with the focus.
To avoid this downfall, several area school districts have successfully been
able to base their planning processes on just one clear and measurable goal
aligned with a core student achievement competency. By anchoring the process
to one specific student learning indicator the organization has a framework to
unite all of the various competing interests that exist in the public school
environment.
This is admittedly an act of planning courage that requires a steadfast
belief in the wisdom of “less is more.” Fortunately, there are enough examples of
success using this approach to demonstrate its incontrovertible success. The
previously mentioned Results from Mike Schmoker tells the story of dozens of
districts that created enormous gains in student performance by focusing their
efforts on a single critical area of measurable and observable skill achievement.
In his book Making the Grade, Harvard’s Tony Wagner profiles the
astonishing improvements made by PS 198 in New York City’s 2nd District. Led
by Anthony Alverado, inner-city PS 198 moved from 13th in the region for
literacy achievement to 2nd, trailing only a suburban community for the highest
ranking. The change came as a result of a five year commitment to one literacy
goal. Essentially every improvement resource, every piece of data, all
3
4. professional development and teacher conversations for that entire time period
were focused on that one topic (Wanger, pg. 142).
Many in the business world have shown similar results in their fields with
identical approaches. Two of the best selling management books of the last 25
years, The Goal by Eliyahu Goldratt and From Good to Great by Jim Collins, both
spend chapters exploring the phenomenon of increased performance based on a
laser like focus on a single area of measurable improvement. As Collins
observed; “The good-to-great companies understood that doing what you are
good at will only make you good; focusing on what you can [one thing]
potentially do better than any other organization is the only path to greatness.”
(Collins, pg. 100).
Even in the face of this overwhelming evidence from both the business
and education communities that this strategy works, picking just one
achievement goal can seem like jumping out of a plane without a parachute.
And truthfully, there is some risk. If the wrong goal is chosen, one without the
necessary importance, the one goal experiment will certainly end badly.
But if the selection is an area of such weight that no teacher can plausibly
believe that they are exempt from applying the selected skill in their own
classrooms, than this strategy will work. There are not many skills that rise to
this level of importance. Comprehension, written expression, critical thinking,
and problem solving are all examples of key skill sets that fit this description and
that should be present in all content areas. With skills like these, if districts can
4
5. help their students master and apply them, they will, and can, be successful in
most any endeavor.
The importance of measurement of student achievement being the
centerpiece of the “one goal strategy” cannot be overstated. The research by
those who have written about this topic, Schmoker, Wagner, and others all agree
that if the goal that is selected cannot be measured, it will not drive
improvement. Anytime a school allows success to be determined by what adults
do and not by observable student achievement, there simply is not the needed
leverage to push the change process along. It is the data representing student
performance that allows for the accountability and continuous improvement of
learning that is the point of the process to begin with.
This does present a unique data challenge. While external assessments
like state tests are reliable, they often are not completely aligned with the stated
goal and are never timely enough to help districts with strategic decision
making. Using only state test data is like driving through the rear-view mirror.
However, because comprehensive and reliable local skill assessment data is a
new challenge for many, much of the early work in an effort like this needs to be
dedicated to collecting or creating the assessment data base needed upon which
to make good systemic improvement decisions.
In Avon, Connecticut where the goal is critical thinking, the district has
embarked on an effort to build an evidence profile or “dashboard” so that staff
and the Board of Education have a common performance language to discuss the
5
6. success of their improvement efforts. In Regional District #10, the focus is
analysis, evaluation and taking a critical stance a similar assessment project is
underway. In my own district of Litchfield, Connecticut we have committed to
one district-wide comprehension goal and have started the process of aligning
our K-12 assessment standards and practices so we all have a common
understanding of what student success will look like throughout our system.
Focusing in this manner does not mean that all the other work of the
district stops. The point is that the improvement energy and resources are
exclusively focused on the goal while the day to day operations and functions
continue. People throughout the system still have their jobs and their individual
responsibilities to program specific outcomes, but when it comes to a district
focus, they all have contributions and accountability for results in this one area in
common. They are not all doing everything the same, but they are having at
least one similar conversation.
This unified, one results-oriented goal approach leads to an important
long-term organizational benefit; the creation of a more stable system of school
improvement. When plans for improvement are based on adult focused
strategies, they are almost always transitory. Remember Madeline Hunter, MBO,
or any number of other “next great things?” Schools have long suffered from a
“flavor of the month” strategy approach. The improvement cynicism it creates
(“just wait long-enough, and we will outlast it”) is the driving factor behind the
eye roll I mentioned at the start of this article.
6
7. Basing long-term planning on strategies is like having a comet at the
center of your school improvement universe. It shines brightly and gets
everyone excited for a few weeks but then the comet is off to other parts of the
galaxy and everyone is left behind, waiting for the next fast-moving school-improvement
satellite.
Critical skill goals are different because they have mass and staying
power. Can anyone imagine a time when the ability to make good decisions
based on provided information will not have relevance to a student’s future
success? Goals with mass have the ability to hold the various objects in the
school universe in their orbit (teacher evaluation, curriculum, professional
development), in essence keeping them stable and working together for years so
that the improvement efforts can have an impact over time. Schools here in the
region that have committed are already seeing organizational benefits that they
are sure will translate into improved student performance.
In Hampden-Wilbraham Massachusetts, former Connecticut
superintendent Dr. Paul Gagliarducci spoke of his district’s singular writing goal
in his opening remarks to the staff this year. “This is an exciting time for us
because we have the opportunity to work together as a PreK-12 unit toward this
very important [writing] goal. As we go through this process we continue to
improve the overall culture of HWRSD. Our collegiality, support, and
understanding of one another are critical to our writing success and beyond.”
7
8. Superintendent of the Avon Public Schools in Avon, Connecticut, Dr.
Richard Kisiel, sees his district’s commitment to a higher-order thinking goal in a
similar light. “A single achievement goal keeps the organization focused on
priorities. A clear and singular focus will keep all members of the organizations
energized and working toward one common purpose.”
The question is not whether or not focus on a single goal will help to
anchor a successful performance improvement and planning process. It will.
The real issue is whether or not your district has the wherewithal to actually
commit to it and to carry it through to its logical conclusion. Doing so will take
constancy of purpose, dedication to the goal over the long-term, and the ability
to focus the conversation indefinitely on one improvement topic.
Leaders who have done it speak of the difficulty of the task and the huge
collective effort required to maintain the momentum of the change process.
There is no doubt, that the one goal approach has great potential for improving
student learning but is also tremendously hard work that must be attended to for
an extended period of time. This relationship between effort and success should
not come as a surprise. Have you ever known anything of value that did not
require a similar commitment?
Jonathan P. Costa, Sr. is the former Vice Chair of the Litchfield Board of Education in
Litchfield, Connecticut and was a self-employed education consultant for 10 years. He
currently is the Director of School/Program Services for the EDUCATION
CONNECTION, the regional educational service center of northwestern Connecticut.
8
9. Resources:
Collins, Jim, (2001). Good to Great. New York, New York; HarperCollins
Publishers Inc..
Cox, Jeff and Goldgratt, Eliyahu M., (1984) The Goal. Great Barrington,
Massachusetts; North River Press.
Hall, Gene E. and Hord, Shirley M. (2001) Implementing Change. Needham
Heights, Massachusetts; Allyn and Bacon,.
Harvard Business Review on Change. (July, 1998) Boston, MA: Harvard Business
School Press.
Schmoker, Mike, (1996) Results. Alexandria, Virginia; ASCD.
Wagner, Tony, (2002). Making the Grade. New York, New York;
RoutledgeFalmer.
9
10. Resources:
Collins, Jim, (2001). Good to Great. New York, New York; HarperCollins
Publishers Inc..
Cox, Jeff and Goldgratt, Eliyahu M., (1984) The Goal. Great Barrington,
Massachusetts; North River Press.
Hall, Gene E. and Hord, Shirley M. (2001) Implementing Change. Needham
Heights, Massachusetts; Allyn and Bacon,.
Harvard Business Review on Change. (July, 1998) Boston, MA: Harvard Business
School Press.
Schmoker, Mike, (1996) Results. Alexandria, Virginia; ASCD.
Wagner, Tony, (2002). Making the Grade. New York, New York;
RoutledgeFalmer.
9