Coordinator Driven Assessment &TIP Program Improvement Building a Culture of Assessment Dr. Cynthia Bolton, Assistant Dean College of Education Armstrong Atlantic State University July 22, 2013
Data Days (DATA DAZE?) Or, what to do with all that stuff . . .
Objectives: • Identify some key findings • Brainstorm use of data for program improvement • Begin the Program Assessment Cycle
What is Assessment? • systematically collects, compiles, aggregates, summarizes, analyzes, and uses data for program modifications and unit improvement, enhance student learning and protégé/mentor development, and inform institutional (district) decision-making, planning, budgeting, policy, public accountability.
Curiosity • Do the data reveal whether the objectives of the program were met? Or what protégés, mentors, induction coordinator were supposed to learn or do? Or how the program impacted each participant? • How might our program use this information? • Continuous Improvement • Celebrate Success • Whether or not you need additional resources, support, personnel, programs? • Do improvements we make really work? (Closing the Loop)
Closing the Loop • Where are participants meeting outcomes? • Where they are not meeting outcomes? • Are the TIP goals being met? • Document decisions made to improve program and assessment plan. • Refine and repeat!
Data: Review Documents • Induction Coordinator Evaluation of TIP • Protégé Evaluation of TIP • Mentor Evaluation of TIP • Quantitative data • Qualitative responses • Themes? • Patterns? • How can we use this data for informed decisions? • Document how you will use the data to improve TIP at each level: (Induction Coordinator, Mentor, Protégé)
Highlighted Areas of Concern • Action Plan • Rated 1st or 2nd most important by Mentors • Second only Observation of the protégé • 24% of Mentors reported did not complete Action Plan, 17% N/A • Comments from Mentors and Protégés reveal need for more specific information or calendar • Roles & Responsibilities of TIP • Induction Coordinator (15%) not discussed • Mentors (16%) not discussed • Training and preparation • Content specific challenges (especially for SPED, Specials) • Perceptions • Mentor & Protégé: classroom demonstrations, planning, & assessment • Validate perceptions with actual data from mentor anecdotal notes
Biggest Areas of Concern • At ALL participants . . . Time & Timing Paperwork Mentors Selecting, Training, Matching (Content-Specific)
Celebrations • 97% of Mentors rated observation of Protégés at Very or Extremely Valuable • Overwhelming for Protégés and Mentors: • TIP Program is impacting Protégé development and understanding to a Moderate or Great Extent: Protégés Mentors • Content knowledge 70% 93% • Instructional strategies 84% 97% • Create environment 74% 95% • Classroom management 74% 89% • Reflection 78% 95%
Celebrations • 92% ranked Support from Induction Program Coordinators as Very or Extremely Valuable. Big shout out to Deonn Stone and Lisa Ruffo! • 85% of Protégés overall satisfaction with current position (50% Very; 35% Somewhat). • 78% of Mentors would serve again. • 72% of Induction Coordinators would serve again.