Section 3

MODELS FOR EVALUATION

Evaluation models such as the CIPP and Kirkpatrick models, as well as the two below, are useful in evaluating the success of instructional design and instructional programs. It is important to reflect on the success of a lesson or program so that successes can be celebrated, but also so that the program can be continually be made better.

After all, if better is possible, then good is not enough!

TECHNOLOGICAL INNOVATION

Our school recently purchased several iPod Touches. I was excited about the prospect of incorporating them into my instruction and having students use them independently. One way I thought they would be useful was to record tests so students requiring oral accommodations (based on their IEP) could perform “independently” while still receiving the necessary modifications. With budget cuts came the loss of many paraprofessionals in the classroom to help with such tasks and I find that when I have to read tests to them, other students have questions, resulting in many interruptions. I investigated some options on how to feasibly record things via various software, apps, etc. There seemed to be a lot of obstacles, such as converting recordings to be compatible with the iPod, the ability of students to stop and start recordings as needed based on their pace, and the efficiency of recording multiple tests each time it was needed. After a few failed attempts, I decided at that point it was more efficient and effective to simply read them aloud. I’m not saying I’ve given up forever! Just at this point, there are a few other things on my priority list.

SITUATIONAL LEADERSHIP

To facilitate the professional development, I, as the leader, will follow the process of the 4-Phase model. From the diagrams below, you can see that the experience of the participants and the amount of guidance from leadership are an inverse relationship. Where one is strong, the other is usually weak or lessened.

Phase 1: The participants will most likely have little confidence or knowledge in the subject matter. Therefore, the role of leadership is stronger and more hands-on.

Phase 2: The participants are becoming more comfortable with the subject matter and are gaining confidence. The leader is still very much present in order to clarify decisions, monitor progress, and give feedback the participant's or group's work.

Phase 3: The balance starts to shift in this phase. The participants are much more experienced, confident, and independent, so the need for a strong leadership presence lessens slightly.

Phase 4: In this final phase, the leader is still present, but more as a monitor. The participants are primarily self-sufficient and independent. It is important to note that the leader must still maintain communication.

In all phases, there is a fine line and balance of the participants' roles and the leadership's role. Too much or too little of either thing can make the balance topple!