In regard to alignment with long-term goals, our program evaluation designers and analysts need to be fully aware that their objectives must be fully attainable, fully supportive of national standards objectives, and consistent with the long-term objectives of the teachers and the school. Goal-setting by faculty does not mean that they can do whatever they want to do. The leaders of this evaluation process must remember that in the end they have the responsibility for ensuring that all objectives are consistent, and for approving their subordinates' objectives. This means being continually on the lookout for goals that are unreasonable or impossible to reach. However, faculty must be allowed to exercise a major influence on their objectives, since improved motivation can result if they are allowed to help in determining the criteria by which their performance will be evaluated (Mintzberg, Quinn & Ghoshal, 1998). As a result of joint negotiation and review, the task force leaders and the teachers can agree in writing on the ELL evaluation's final objectives and goals for the coming year. On the whole, these objectives must be in excellent alignment with both internal and external stakeholders needs, as well as with both long and short-term strategies.
In terms of short-term goals, the first goal will be a summative evaluation in that it is "concerned with providing information to serve decisions or assist in making judgments about program adoption continuation or expansion" (Fitzpatrick et al., 2003, p. 17). The second goal is designed to support the decision making process in the summative evaluation, however because it is being used to evaluate the new programs and directions being currently implemented, it must be categorized as formative. This is because the evaluation is being performed while the program is still going on, and because it involves the objective of "providing information for program improvement" (Fitzpatrick et al., 2003, p. 16).
In regard to the actual evaluation process, I recommend assessing the ELL program in a series of three steps. The first assessment should be a formative evaluation conducted at the beginning of the school year. This evaluation will focus on the current state of the program, such as the effectiveness of the curriculum design, and whether the curriculum and environment are currently meeting the needs of the ELL students. This will allow for instant feedback so that the alignment of goals and objectives can be based on a solid foundation of research and information.
The second evaluation should occur three months into the school year, with the purpose of determining to what extent, if any, the impressions of the ELL program have changed. This evaluation will help to determine what improvements have been made, which ones have worked, and which ones have not. It should also allow the task force to incorporate any concerns the faculty has about the success...
Cal.org). One negative impact of ELL laws on curriculum development is presented in Education Week (Zehr, 2009). In schools with a small number of ELLs, "…first generation immigrant students do better academically if they aren't placed in an ESL class" (Zehr, p. 1). This may be true because ELLs aren't invited to access to mainstream "…core academic curriculum"; also, their counterparts that are in mainstream classes with no ESL available "do
There is also the question of what approach should be used in a given setting. For instance, Lewis-Moreno points out that, "A great deal of energy is expended selecting and defending the model used: Should it be late- or early-exit bilingual, dual language, or English immersion?" (2007, p. 773). Although complex problems require complex solutions, a common theme that runs through the relevant literature concerns the need to use
Instructions: Read the following sentence and then answer the questions in a word processing document.The faloopious scaringas tringled quaransically to the barton.1. What did the faloopious scaringas do? They tringled.2. How did they tringle? Quaransically.3. What/Who tringled? The scaringas.4. Where did they tringle? To the barton.Reflection: Using the basic rules of grammar, I could tell that the subject is the scaringas. The word precedes the term �tringled� which is written
Educational Leadership The Masters of Education (M.Ed.) in Educational leadership is designed to assist aspiring school administrators in synthesizing and utilizing current research trends to practical real world environments. The purpose of this essay is to summarize the activities and learning achievements that were developed in understanding new competencies related to educational leadership. This essay will explore the five prescribed program outcomes and how I approached these outcomes with artifacts
Discuss what main idea means and what details mean. 10. Tell students to be thinking of a song that they would like to use for tomorrow's assignment. Tell them that they must bring the tape and the lyrics of the song with them. They need to pick a song that has at least 20 nouns in it and it must be appropriate for school. They will be formatively assessed on
Differentiated instruction offers the possibility for all students to meet their own personal and optimal potential in the learning environment of the classroom. BIBLIOGRAPHY Bellai, Mariann (2008) Professional Development Plan. Schenectady City Schools. Online available at: http://www.schenectady.k12.ny.us/ProfessionalDevelopment/ProfDevPlan08.pdf Corley, Mary Ann (2005) Differentiated Instruction: Adjusting to the Needs of All Learners. Focus on Basics Vol. 7 Issue C. March, 2005. National Center for the Study of Adult Learning and Literacy. Differentiated Instruction (2007) Council
Our semester plans gives you unlimited, unrestricted access to our entire library of resources —writing tools, guides, example essays, tutorials, class notes, and more.
Get Started Now