As a data-driven decision-maker, the coach is expected to partner with educators to empower students to use learning data to set their own goals and measure their progress.
Utilizing Learning Data
In the earlier Program Evaluation project I conducted, throughout each area of data collection including teaching quality, teacher communication, class activities, curriculum, campus facilities, and logistics, performance indicators were first set so that they can be measured later on. The Teacher Diaries were used by teachers to log the students’ learning progress throughout the evaluation period.
From this Program Evaluation, one of the key discoveries we made from parents’ feedback and teacher observation was in the area of student attention span. We had initially set each lesson length to be 2 hours but after the evaluation, we decided to shorten the lesson length to 1.5 hours instead because the students were between 3-5 years old and had a relatively shorter attention span.
Student Learning Progress
In my school, we also make it a point to record student learning progress in a structured manner and student report cards are issued to parents every 6 months to report on student progress and devise improvement plans.
In my post titled “Overcoming Learned Helplessness in the Digital Age“, I outlined the steps to move students from learned helplessness to learned industriousness. It starts with first engaging learner interest by creating learning experiences that engages the interest of the learner. The next important step is goal-setting. Without first setting learning goals, there is no reference point from which to benchmark performance. Goals should be ambitious and challenging yet not overly ambitious that they are unachievable. Coaches should also consider progressively increasing the difficulty of goals to help learners develop a sense of achievement on the path to mastery. Finally, coaches should provide positive reinforcement to students as they progress but should also be mindful to praise the effort instead of the student’s intelligence in order to drive positive effects on student motivation.
Introduction Carrying out Employee Satisfaction Surveys has many benefits including the ability to measure the level of engagement and satisfaction of staff, to identify areas of strengths and best practices, as well as potential risks and opportunities for improvement, and to provide input for managers for performance improvement. Besides, the survey can also serve to inform organizations of training and development as well as career development needs of staff. When carried out consistently, results from Employee Satisfaction Surveys can serve as a benchmark for future progress tracking. Survey Design Questionnaire Design Framework In developing the survey questionnaire, reference can be made to Labaw’s Framework for Questionnaire Design (Labaw (1980) as cited in Gendall (1998)). Labaw’s framework is divided into three main layers relating to question design, question wording, and formatting or layout. All three layers should be looked at and considered holistically during the survey design process. The general principles presented by Labaw (1980) states that survey design is very much driven by the respondent’s orientation and defines the type of questions we can ask, words we can use, concepts we can explore, and the methodology we can use. It is important to craft questions by considering what the respondents can
Program evaluation for an English Immersion Program to review the marketability and program effectiveness …
Exploring growth mindset and productive struggle as strategies to move learners from learned helplessness to learned industriousness in the digital age. …