THE
YEARLY EVLAUATIVE STAFF MEETING
The
Yearly Evaluative Staff Meeting (YESM), held in the spring of each program year,
is an opportunity for the entire adult education staff to evaluate the various
program components and plan for program improvements.
That evaluation involves identifying program components in need of
adjustment and identifying strategies to select, pilot test, and integrate
alternative procedures to improve program services.
OBJECTIVES:
The objectives of the YESM are as follows:
1.
To involve all program management, support, and instructional personnel
(paid and volunteer) in evaluating program activities and planning for program
improvements.
2.
To
examine each program component, determine which ones are working well, and which
ones need attention.
3.
For each
component that needs attention, to identify the current strategies and determine
if each strategy needs to be 1) revised or 2) replaced.
4.
To
prioritize the five most critical program components that need attention.
5.
To
identify options to locate, pilot test, evaluate, and integrate alternatives for
each ineffective strategy.
6.
To
identify measures that will let you know if the alternative strategy is
accomplishing what you want it to.
7.
To use
the evaluation information to plan a) individual professional development plans
and b) program improvement plans for the coming year.
If
you, your teachers and tutors have engaged in professional development plans
during the year, the YESM is a good opportunity for each of you to present 1)
what you learned as a result, as well as, 2) the resources you found helpful.
PRE-ORGANIZERS:
THREE
WEEKS PRIOR to the YESM, each staff member should receive the following:
Teachers
Self Assessment: Reflecting on
their past year’s work, each instructional staff member, paid and volunteer,
should assess their competencies prior to the YESM.
A part of that assessment is to consider which competencies might be
included in the next professional development plan. Examples of self assessments include the Ohio teacher self
assessment instrument (http://literacy.kent.edu/Oasis/ABLE/ProfDev/self-assessment7-00.doc)
or the American Institute of Research (Pelavin) ProNet teacher assessment (http://www.pro-net2000.org/CM/info.asp.
Program
Manager Self Assessment: Reflecting
on their past year’s work, each program management staff person should assess
their competencies prior to the YESM and to make tentative plans for the next
professional development plan. (An
example is the AIR manager assessment developed by ProNet (http://www.pro-net2000.org/CM/info.asp).
These
Yearly Evaluative Staff Meeting Working Papers: Reviewing this information will help prepare staff members
for the activities.
The Yearly
Evaluative Staff Meeting
Leader’s
Guide
You
know your colleagues. Feel free to
rearrange these components to complement your group’s culture and
expectations. Revise the handouts
to match your program and curriculum frameworks.
PART
I. Assessing Program Components
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Review YESM Goals and Objectives
Identify fractured Program Components
Individually
Consensus
And
Priorities
Sources for Alternatives
Planning for testing and integrating new strategies
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1.
Review the goal and objectives (previous page) and discuss the need
for everybody’s thinking about how to improve our services.
2.
Pass out the YESM Worksheet # 1—Program Analysis
A.
Review Program Components in Column 1
B.
Ask Staff Members
INDIVIDUALLY to
1.
Review each component and note each that is not achieving the desired
results
2.
Identify the current strategies for each and determine if is should
be:
a.
revised, or
b.
replaced
C.
In SMALL GROUPS,
compare notes, discuss for clarity, and record fractured components from
each individual
1.
report fractured items to large group
2.
RECORD ON FLIP CHART OR TRANSPARENCY the agreed upon fractured
components.
3.
PRIORITIZE deciding which components are most critical to fix
4.
Decide how many of the priorities the staff can work on.
D.
Assign each priority to two SMALL GROUPS, and ask them to plan a
program improvement plan by
1.
Identifying possible sources for alternative strategies.
2.
Determining how the staff could measure the success of the new
alternative
3.
Planning the pilot testing, evaluation, and integration of the new
alternative
4.
Determining what else is needed (materials, training, technical
assistance, funding, etc.) to test and integrate an alternative strategy.
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PART
II. Assessing Professional
Competencies and Planning Professional Development and Program Improvement
Plans.
Each
staff member has completed a self-assessment that identifies her or his
strengths as well as highlighting competencies that need to be further
developed. Thus, at this point you
have:
1.
In YESM
PART I, the staff identified the program components that need the most work.
2.
Prior to
YESM through the instructional self-assessment, each instructional person
identified competencies that need further development.
3.
Prior to
YESM through the program management self-assessment, each program management
person identified competencies that need further development.
YESM
PART II requires that each staff member consider his or her personal
professional development needs as well as the program development needs
identified in PART I and create a plan that addresses both considering the
following FOUR REFLECTIVE QUESTIONS:
1.
How do
the competencies in my tentative Professional Development Plan contribute to the
Program Development priorities identified in PART I?
2.
How will
work on the Program Development priorities contribute to my work?
3.
Where to
my Professional Development Plan needs overlap with the Program Development
priorities from PART I?
4.
If there
are places where my Professional Development needs coincide with others and/or
with Program Development needs, can I benefit from working with other staff
members for mutual benefit?
PREPARE
newsprint pages that replicate the three instructional areas (Assessment and
Planning, Materials, Methods) on Worksheet #1.
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Personal and Program Development Needs
The Relationship
Reflection
Speculation
Individual Professional Development Plans
Program Improvement Plan
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1.
JUXTAPOSING INDIVDUAL PROFESSIONAL DEVELOPMENT NEEDS AND PROGRAM
IMPROVEMENT NEEDS.
A.
Ask each staff person to review the priorities developed in PART I,
as well as their own personal Professional Development priorities from
their self-assessment.
- Each
instructional staff person is asked to write EACH competency she or he
is considering for a new Professional Development plan on a YELLOW
“POST-IT NOTE” and place it on the newsprint pages where he or she
thinks it fits.
- The
program manager writes each priority developed in PART I, on a PURPLE
“POST-IT NOTE” and places it on the newsprint pages.
- INDIVIDUALLY,
each staff person examines the clusters of yellow and purple
“Post-it Notes” and consider the FOUR REFLECTIVE QUESTIONS above.
- IN
SMALL GROUPS, members speculate on how to organize the professional
development and program improvement.
- GROUP
DISCUSSION reporting out thoughts regarding how to organize the
PROGRAM IMPROVEMENT PLAN.
2.
COMPLETING INDIVIDUAL PROFESSIONAL DEVELOPMENT PLANS.DISTRIBUTE A COPY
OF WORKSHEET # 2, IF NEEDED
- If
he/she has not already done so. Each
staff person will prepare a PROPOSED PROFESSIONAL DEVELOPMENT PLAN,
give a copy to the program manager, and make an appointment with the
program manager or his/her designee to discuss the final plan.
3.
COMPLETING THE PROGRAM IMPROVEMENT PLAN
The
program managers has a couple options at this point:
1) engage the staff in developing the plan or work, or 2) take the
recommendations from the GROUP DISCUSSION IN “1.F” above and develop a
plan for the staff to react at a later date.
GOAL:
Identify
a few (depending on the number of staff members you have) priorities to
develop.
Develop
a plan for each priority (Worksheet #3)
Engage
(and pay) staff members to identify alternatives, develop pilot testing
and evaluation, and plan for integration of the new strategies (see
NAEPDC’s Going to Scale Guide)
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