Coordinator Driven Assessment & TIP Program Improvement

1. 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

2. Data Days (DATA DAZE?) Or, what to do with all that stuff . . .

3. Objectives: • Identify some key findings • Brainstorm use of data for program improvement • Begin the Program Assessment Cycle

4. 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.

5. 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)

6. 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!

7. 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)

8. 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

9. Biggest Areas of Concern • At ALL participants . . . Time & Timing Paperwork Mentors Selecting, Training, Matching (Content-Specific)

10. 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%

11. 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.