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Adult Education Yearly 
Evaluative Staff Meeting
DRAFT:  3/9/02

 “You do not have to be perfect to be good, but to continue to be good you have to work toward perfection.” 

“If you always do what you’ve always done, you’ll always get, what you’ve always got.” 

“The 1998 Workforce Investment Act limits federal regulation and moves decision making to the state and local level.  Take advantage of this opportunity before they take it back.” 

 Dr. Lennox L. McLendon, Executive Director
National Adult Education Professional Development Consortium, Inc
444 N. Capitol St., Suite 422
Washington, DC 20001
202.624.2497 FAX


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.




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 ( or the American Institute of Research (Pelavin) ProNet teacher assessment (


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 (


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


Review YESM Goals and Objectives


Identify fractured Program Components




















Sources for Alternatives






Planning for testing and integrating new strategies

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.



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. 



Personal and Program Development Needs





The Relationship

















Individual Professional Development Plans








Program Improvement Plan






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.

  1. 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. 
  2. The program manager writes each priority developed in PART I, on a PURPLE “POST-IT NOTE” and places it on the newsprint pages.
  3. INDIVIDUALLY, each staff person examines the clusters of yellow and purple “Post-it Notes” and consider the FOUR REFLECTIVE QUESTIONS above.
  4. IN SMALL GROUPS, members speculate on how to organize the professional development and program improvement.
  5. GROUP DISCUSSION reporting out thoughts regarding how to organize the PROGRAM IMPROVEMENT PLAN.




  1. 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.



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.  


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)








WORKSHEET #1.  Yearly Evaluative Staff Meeting—How are we doing?


Program Component

Effective Component—Cite Evidence of Effectiveness

Components that NEED ATTENTION


Current Strategy

Sources of Alternative Strategies

Measures of Success







a.  Target Population








b.  Referral Agencies








c.  General Population








d.  Captive Audiences














a.  The Initial Interview








b.  Placement Testing








c.  Diagnostic Testing








d.  Goal Setting








e.  Developing Individual Learning Plans








f.  Individualizing Instruction








g.  Group Activities








h.       Other










III. INSTRUCTIONAL MATERIALS:  In each cell area that you teach, place an (+) for effective materials and (-) for incomplete materials







Family Lit.



Level I








Level II








Level III









IV.  INSTRUCTIONAL METHODS:  In each cell area that you teach, place an (+) for effective methods and (-) for incomplete methods.







Family Lit.



Level I








Level II








Level III









Worksheet # 2

The Virginia Adult Learning Resource Center

Professional Development Plan



Name:   ___________________________________________________________________________


Home Address:  ____________________________________________________________________


Class Site: _________________________________________________________________________


Home phone: _______________ Work phone: __________________ E-mail: ___________________


Signature:___________________________________________________   date:__________________

q       This is a Group Plan; a list of all participants’ information is attached.


1.  Learning objective or the question I will pursue is:












2. The strategies and target dates to meet my objective are:


Strategies                                                                     Target Dates























3. The resources I will use to meet my objective or to answer my question are:


















4. Ways that I will document or demonstrate my learning (evidence of accomplishment):
































Worksheet # 3

Program Improvement Plan



Names of Workgroup Members: _____________________________________________________________




Team Leader:  _______________________________________________


Team Signatures:_________________________________________________________________________





1.  Program improvement objective or the question we will pursue is:












2. The strategies and target dates to meet our objective are:


Strategies                                                                     Target Dates






















3.  The resources we will use to meet our objective or to answer our question are:










4.  How we will pilot test the alternatives we find











5. Ways that we will document or demonstrate the success of the alternative (evidence of accomplishment):

















6.  How we will integrate the new alternative into our system:












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