Four Levels of Measures One of the components of your high school staff development plan this year is to continue refinement of reading strategies across the curriculum. Although all staff is expected to participate and every staff member is linked to a team that meets at least twice a month for 45 minutes, the first year produced varying levels of success. As principal, one reason you suspect there wasn't more success (in addition to some disbelief that there was really an expectation for implementation), was because there existed no clear indicators to describe what it meant to implement. In other words, staff could report they were "already doing it" and there was no clear way to decide if they were or were not. The principal decided that they needed (1) an operational definition of what was meant by implement and (2) clear measures so that implementation could be measured. Write an operational definition of what it might mean for a high school teacher, no matter what content area they were teaching, to implement a reading strategy. Write indicators for each of the 4 levels of measures as applied to the reading across the content area goal. What would you choose to measure for satisfaction? Satisfaction of what? (satisfaction with inservices? Satisfaction with support structures? Satisfaction with access to resources?) How would you know if all staff was learning? What should they be learning? Is there learning even if what is tried doesn't work? How would you know if there was behavior change? Would you use observation, self reporting, or some other method? How often would you collect information? What would you use as an indicator for bottom line results? You could use ITED results, but that's only one, summative point of data. You'll need formative (process data) data too so that you can make necessary corrections as you go. What graphs might you use to picture the results at each level? School Improvement Previous Next

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