ELAD 7573 3.1 Case Study

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Arkansas State University, Main Campus *

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ELAD 7573

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Management

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Jan 9, 2024

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docx

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LEADING SCHOOL IMPROVEMENT 3.1 Case Study: In-Service or Disservice Education Parts 1 & 2 This case study consists of two parts. After reading case study on p. 405 (10 th edition) or p.397 (11 th edition), candidates will answer the questions on pp. 405 & 406 (10 th edition) or pp. 397-398 (11 th edition) under Analyze the Case and Discuss the Larger Issues (5 total questions). Then, candidates will read the second part of the case study on pp. 406-410 (10 th edition) or pp. 398-402 (11 th edition) and answer the questions on p.410 (10 th ed) or p.402 (11 th ed) under Analyze the Case and Discuss the Larger Issues (7 total questions.) Responses should thoroughly answer the question prompts. Use this template to complete the assignment. PART 1 pp. 405-406 (10 th ed) or pp. 397-398 (11 th ed) Analyze the Case 1. What is your evaluation of the reason the principal gave for not planning earlier in the year for in-service education? My evaluation of the principal is that he lacks prioritization skills for planning important events at his school. It also appears that he is not much of a planner and is a procrastinator. His lack of preparation can cause more problems in the school. 2. What is your assessment of the principal’s planning for the first in-service day? What assumptions is he making? What unanticipated consequences might he encounter? My assessment of the principal’s plan for his first in-service meeting with teachers is that he is clearly unprepared. He has made the assumptions that if he can at least find a professor to attend the meeting everything would work out for him. The unanticipated consequences of not planning a meeting could potentially affect his teachers who needed assistance with lesson planning. The teachers could benefit from the in-service training to help model and craft effective lesson plans to submit to the principal. But if the training is not accessible, the teachers lose valuable information and may feel a sense of distrust for administration. Discuss the Larger Issues 1. To what extent is there a need for teacher in-service education today? Why does the need exist? Every school district is different so it depends on how much or how less is necessary to service the needs for teachers. The need for teacher in-service meetings is important for development and growth. Teachers need to be able to continue to learn from other professionals and teachers to help them become better facilitators and teachers.

LEADING SCHOOL IMPROVEMENT 2. Who should be involved in planning an in-service program? Why should these people be involved? What are the advantages and disadvantages of involving others? The principal and other school administrators should be involved in planning in-service programs. They can collectively determine what training and programs should be geared toward and fit the needs of the school's academic success. The advantages of involving others to help with initiating in-service programs is to ensure that they can work together to improve or make the school better for student learning. The disadvantage is making sure everyone can agree and provide positive feedback to stay on task to do their portion to help the school’s level of performance. 3. What criteria and processes should be utilized in planning for and evaluating in-service programs? The criteria and process to evaluate and plan for in-service programs should involve administrators, teachers, staff, students, and stakeholders. All of these individuals play a vital role in choosing the right programs that best fit the school’s needs. It takes a multitude of individuals to implement programs that are beneficial. The criteria in choosing programs must be thoroughly evaluated and discussed before a decision is made. PART 2 pp. 406-410 (10 th ed) o r pp.398-402 (11 th ed) Analyze the Case 1. Analyze the principal’s planning and decision-making process in developing a needs assessment instrument for his teachers. What would you have done differently? The principal’s planning and decision-making process was a great improvement from the previous situation. He initially took the necessary steps and time to plan a needs assessment questionnaire for teachers. Although he was successful in planning the assessment, I would have continued to contact a speaker for the in-service meeting without having the full scope of specific needs of teachers. Once the assessment is completed, I would notify the speaker what areas to focus on once scheduled to come and speak. 2. Evaluate the in-service needs survey that the principal developed. What are its strengths and weaknesses? What modifications would you recommend? The principal’s in-service needs survey was very sufficient and well written. It was very thorough and detailed, however there are a few things I would have done differently. The “In-Service Interest Assessment” was titled without discretion of anonymity. From past observations when completing forms and assessments, individuals are not as honest with their responses if their identity is known. The strengths of the survey was the teachers were

LEADING SCHOOL IMPROVEMENT given various categories to make selections based on their specific need. One negative component I noticed was his decisiveness on how long the teachers should complete the survey. The modifications I would suggest for the principal is to be a little more firm with the deadline in order to begin finding a speaker that could be decided on in a timely manner. 3. Analyze the principal’s planning and decision-making process in developing an evaluation procedure and form for assessing the effectiveness of the in-service program. What would you have done differently? The principal had a great strategic plan but the planning and decision-making process was still not early enough. He still did not provide an adequate amount of time to begin planning for the in-service meeting because the meeting was scheduled for April; he started planning at the end of February. I would have scheduled the in-service meeting months in advance to keep from having a similar incident from the first one. Planning takes time and one month of planning is not enough to successfully plan a meeting involving teachers. 4.What do you see as strengths and weaknesses of the in-service evaluation procedure and form that the principal has designed? What modifications would you recommend? The in-service evaluation procedure and form was designed fair and unbiased by the principal. I feel that the instructions and information would help the principal determine helpful information for future in-service meetings. The weaknesses from the evaluation is that it did not outline specific needs the teachers may have concerning the training. The changes I would make is to include a comment section for any additional information the teacher may want to include. Discuss the Larger Issues 1. Are teachers’ interests the same thing as teachers’ needs? Who decides, and by what criteria? A teacher’s interests and needs are totally different from one another. A teacher’s interest is determined by how much he or she can work to improve how they can help their students and others. A teacher’s needs is to ensure that they have supportive administrators, with an atmosphere of trust and respect. The teacher decides what environment works best for them and determines what they will expect from others to ensure they can maintain a positive work space. 2. To what extent should an in-service program for teachers focus on teachers’ needs as compared to organizational needs?

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LEADING SCHOOL IMPROVEMENT Although both are important, the teachers’ needs are most important because it is necessary for teachers to have the support they need. An organization is only as strong as the workers so if teachers are not supported, they won’t feel as valued and appreciated. 3. To what degree should the evaluation of an in-service program focus on whether the participants actually acquired whatever knowledge or skill the program was designed to deliver? How would this type of evaluation be carried out? The evaluation of the in-service program should be at the highest level. According to the text, the school deficit was centered around ineffective lesson planning. So, if the speaker does not meet the needs of the teacher to help provide better planning, they have not succeeded. It is necessary for all teachers to honestly complete the evaluation and provide feedback that will benefit them. The evaluation can be discussed in a faculty meeting or in a private meeting with the principal. (Rubric on following page) Criteria Exemplary Acceptable Unacceptable Analyze the Case 10 to 12 points Responses to all questions for both parts are thoroughly developed 7 to 9 points Responses to questions for both parts are adequately developed 0 to 6 points Responses to questions are not adequately developed and/or not all questions are answered Discuss the Larger Issues 12 to 15 points Responses to all questions for both parts are thoroughly developed 8 to 11 points Responses to questions for both parts are adequately developed 0 to 7 points Responses to questions are not adequately developed and/or not all questions are answered

LEADING SCHOOL IMPROVEMENT Criteria Exemplary Acceptable Unacceptable Mechanics 3 to 3 points Free from spelling, grammatical, and APA errors. 2 to 2 points No more than 3 spelling, grammatical, and APA errors 0 to 1 points More than 3 spelling, grammatical, and APA errors

ELAD 7573 3.1 Case Study

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