Each time we are asked to reflect on our program experience I am truly amazed at the journey we have taken through each course. My recommendations for our district include fiscal documentation within our improvement plans, community relations efforts, and data gathering on many levels.
First, our district has improved our district and campus improvement plans each year in the last four. One thing that must happen to remain compliant, is for each to include fiscal expenditures for federal and state grants. As accountability rises and auditors continue to detail the guidelines followed to receive grant money, financial and program documentation is paramount. With districts in our area reporting their experiences with audits and returning funds back to the state, training and a clear understanding of the expectation with accepting grant funds must be communicated. Next, our district, like many in our region, struggle with effective community relations activities. Most often these activities are passive, or focused on delivery rather than participation. My recommendation is to focus a survey to gather information from parents on their needs and focus efforts on participation. We must educate parents on how they can assist in the best education for their students. We must also focus our effort as a district on the communities’ needs and not perception of what those needs may be. I believe this can be done through focused data analysis, and proper diligence with that information. Lastly, I recommend additional information be gathered concerning technology access, use of technology, parental involvement, program implementation, schedules, and overall district performance. I think this information would really help in decision making district wide. We currently make decisions based on a reaction to a issue that presents itself, but with data and evaluations of programs and hardware we could drive initiatives in a positive direction.
I have two major lessons learned during my research and improvement initiatives. First, a quick timeline is rarely possible in education, and second, time is a major part of the success of anything that will help students. As I interviewed administrators and support personnel we discussed changes and their responsibilities. A repeating pattern throughout all of my conversations was the lack of speed regarding change. It takes also takes a tremendous amount of time to allow for buy in. I believe this is a product of two simple things. Change is hard for people, and trust takes time to earn. When something new is introduced, districts have to train, prepare, implement, monitor, and evaluate. That alone takes at least a year. During that time the people involved are dealing with the emotion of change, and it is not until the beginning of the second year of implementation that the new wears off. It is at that time the growth of the program really starts. Teachers begin to feel strength in the once new program and success shortly follows. Opinions start to change and the benefits to students are seen more and more. I have learned that patience is vital to the success of any program, and allowing staff to grow through the process is okay.
First, our district has improved our district and campus improvement plans each year in the last four. One thing that must happen to remain compliant, is for each to include fiscal expenditures for federal and state grants. As accountability rises and auditors continue to detail the guidelines followed to receive grant money, financial and program documentation is paramount. With districts in our area reporting their experiences with audits and returning funds back to the state, training and a clear understanding of the expectation with accepting grant funds must be communicated. Next, our district, like many in our region, struggle with effective community relations activities. Most often these activities are passive, or focused on delivery rather than participation. My recommendation is to focus a survey to gather information from parents on their needs and focus efforts on participation. We must educate parents on how they can assist in the best education for their students. We must also focus our effort as a district on the communities’ needs and not perception of what those needs may be. I believe this can be done through focused data analysis, and proper diligence with that information. Lastly, I recommend additional information be gathered concerning technology access, use of technology, parental involvement, program implementation, schedules, and overall district performance. I think this information would really help in decision making district wide. We currently make decisions based on a reaction to a issue that presents itself, but with data and evaluations of programs and hardware we could drive initiatives in a positive direction.
I have two major lessons learned during my research and improvement initiatives. First, a quick timeline is rarely possible in education, and second, time is a major part of the success of anything that will help students. As I interviewed administrators and support personnel we discussed changes and their responsibilities. A repeating pattern throughout all of my conversations was the lack of speed regarding change. It takes also takes a tremendous amount of time to allow for buy in. I believe this is a product of two simple things. Change is hard for people, and trust takes time to earn. When something new is introduced, districts have to train, prepare, implement, monitor, and evaluate. That alone takes at least a year. During that time the people involved are dealing with the emotion of change, and it is not until the beginning of the second year of implementation that the new wears off. It is at that time the growth of the program really starts. Teachers begin to feel strength in the once new program and success shortly follows. Opinions start to change and the benefits to students are seen more and more. I have learned that patience is vital to the success of any program, and allowing staff to grow through the process is okay.
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