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Assessing and Planning Skills (no links)

Assessing and Planning Skills (no links). R. Martin Reardon’s summary of Chapter 13 Glickman, C. D., Gordon, S. P. & Ross-Gordon, J. M. (2009), 161-180. Two sides of the same coin. Assessing: where you’ve been and where you are Planning: where you want to go and how to get there Recipe

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Assessing and Planning Skills (no links)

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  1. Assessing and Planning Skills (no links) R. Martin Reardon’s summary of Chapter 13 Glickman, C. D., Gordon, S. P. & Ross-Gordon, J. M. (2009), 161-180

  2. Two sides of the same coin • Assessing: where you’ve been and where you are • Planning: where you want to go and how to get there • Recipe • Decide the objective • Determine the activities • Identify the resources • Evaluate the success Session 2: 7 slides

  3. Needs assessment • The best way to establish the objective • Often overlooked • Eyes and Ears (individuals; focus groups) • Systematic Observation (classroom; other) • Official Records (SOL data) • Work Products: (teacher & student; Tuning Protocol) • 3rd Party: (unbiased) • Survey-based • Open-ended survey: brief; analysis plan • Idea-ranking: follow-on from above? • Delphi: modify to fit • Large group • Nominal Group: train the group facilitators ahead of time Session 2: 7 slides

  4. Displays of data • Cause and Effect Diagrams use hypothetical constructs or researched “causes”(p. 167; Fig 3, p. 168) • Flowcharts can reveal “unmet needs” when prepared by folk with different perspectives(p. 167; Fig 13.4, p. 169) • Using raw data • Pareto Charts: ordered histogram, with cumulative frequency line added (p. 170, Fig. 13.5, p. 170) Session 2: 7 slides

  5. Planning • Affinity Diagrams Post-It Notes; modify with large groups (p. 171; Figs. 13.6 & 13.7, pp. 172-173) • Impact Analysis hypothetical or researched (p. 171; Fig. 13.8, p. 174) • Gantt Chart basic:start & end dates; advanced: resources--which include MBO characteristics (p. 171; Fig. 13.9, p. 175) Session 2: 7 slides

  6. Combined Assessment & Planning • Force Field Analysis best if factors empirically determined within the process—not hypothetical; restraining vs driving forces (p. 174) • PDSA Cycle plan, do, study, act (p. 176; Fig. 13.10, p. 177) • Strategic Planning nine-step process; many of steps could beneficially utilize above tools to guide the progress of the sub-processes; e.g. PERT for the whole process; Gantt with MBO labels for task assignments (p. 176) Session 2: 7 slides

  7. Bottom line? • Two reasons for not engaging in assessing & planning using “tools” • Don’t want to • End is not clear: chaos theory • End is not clear, but we’re going to do it anyway • Fear of resistance from constituents • Takes too much time • Implementing a “tool” costs time: learning curve • Getting bogged-down in documentation software • BUT…Software is becoming easier to use Session 2: 7 slides

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