What criteria can be used to assess GK-12 Programs?
Sharon Comstock
(slcomstock@ameritech.net)
(not ready to use)
Coauthors
ASK
Subject Areas
| Educational Technology, Science |
Grade Levels
Unit Keywords
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GK-12, gk12, GK12, assessment, NSF |
Rationale of the Unit
| To assist in identifying successful factors in GK-12 program applications. To help us identify those aspects of the GK-12 program that are crucial elements for our own improvement. |
Background and Resources
Roundtable discussion: ideas generated July 10 on this topic. A list we generated with fellows, teachers, mentors, and evaluators from UIUC, UAB, and UAH follows:
www.nsf.org
www.ncsa.uiuc.edu/Divisions/eot/gk12 (list of other GK-12 Programs is under the "Resources" button)
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Activities and Open-ended problems
Roundtable discussion: ideas generated July 10 on this topic. A list we generated with fellows, teachers, mentors, and evaluators from UIUC, UAB, and UAH follows:
GK-12 Programs Should Include:
Sound sustainable assessment tools that include a range of tools for communication, including various customized methods of collection (online, interview, observation...)
Strategic planning
--Clearly identified goals and benchmarks
--Maintaining a "vision" for what success is at each unique site
--Maintaining technology after the program, i.e., what is already in place and is there a plan for sustainability afterward?
Diversity of schools that reflect all types of learners
Selection of fellows that are both scientifically and educationally minded--it does take time and effort to discover these qualities
Selection of the teachers, building in an understanding of the teaming that needs to occur for the success of the fellow-teacher collaboration. Taking the time to select teachers that desire this type of teaming -- or are willing to participate with the knowledge of the time it does take.
Administrative support--that there is awareness of how much time this project does take for the educator/fellow. Some teachers are given periods off, or flexible scheduling to allow for the fellow/teachers to grow a culture of learning.
The institutions involved need to be sensitive to the needs of the fellows (as students themselves) and of the teachers (as professionals balancing many new needs)
Include mentors who can bring industry experience into the relationship as needed, drawing on outside experiences.
There should be a strong management of the program that allows for the relationships to occur.
Planning time built in for community, workshops, retreats, etc. for sharing.
Incentives could be built into the institutions' budgets to encourage teachers to take the time to participate. Some recognition of the teachers' efforts. (Stipend, classroom resources, etc. )
Having a strong connection with schools of education. This allows for the focus to be on the learning components; providing the theoretical frameworks to evaluate and understand the learning environments. This allows for a sensitivity to the process and the outcomes.
Building upon pre-existing programs or instituions having a culture that will support collaborations with higher education.Ideally the school sites have some type of infrastructure to build collaborations.
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Our own experiences and needs for improvements:
Meaningful uses of technology in order to facilitate, not burden
(e.g., listserves that are useful not wasteful)
Make sure that all stakeholders are sensitive to the needs of one another; particularly regarding time. Teachers, fellows, and mentors are critically busy; and the program needs to be aware of the diversity of work rhythms. (e.g., meetings need to productive etc.)
Decentralization of the decision making seems to be a positive in the program, allowing for the fellow/teacher team to grow. Little intervention of the faculty/mentor is a successful pattern that appears to work.
The mentors need to allow their fellows to grow closer to educaton and grow in the GK-12 program, but still maintain the fellows' specialization/research field. Understanding of balancing these two worlds is required by the mentors.
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Dialogues, Discussions, and Presentations
| Ongoing conversations in this meeting, but we can extend this by creating spin-offs... |
Assessment, Related Questions, and Story of the Unit
ASSESSMENT
RELATED QUESTIONS
STORY OF THE UNIT -- How did it go?
RESPONSES FROM OTHERS (teachers)
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