Goals/Action Steps/Means of Evaluation for the Year

Goal:
  • To support current community initiatives for cross-group dialogues between the Village at Ithaca, ACTION, Concerned Parents of Caroline, and other groups representing rural families and students, as well as families and students without economic privilege, and to broaden the dialogue in the following ways:
    • To look at the ways in which the Ithaca City School District, as an institution, has historically ensured the success of a very small group of students, who are predominantly white, economically privileged, bound for Ivy League schools, and who live in the suburbs.
    • To engage the historically successful students and families in the discussion to candidly share what they know about what has worked for them and why.
    • To figure out how these systemic supports can be made more inclusive to ensure the success of all students

Action Steps:
  • Share my proposal: “Reframing the Education Gap in the ICSD.”
  • Attend regular meetings of each group as an active listener, in order to develop clarity over the concerns of each group.
  • Synthesize my analysis of these meetings and share my insights about the common concerns among these groups, the concerns which are unique to specific groups, and the ways in which the ICSD could effectively address these concerns.
  • Share relevant data and other information that I have access to.

Means of Evaluation:
  • I will distribute an evaluation form to each of these groups to assess the degree to which members found my participation supportive and effective.
  • Minutes and anecdotal records will indicate the degree to which the conversation has expanded to include the ways in which the ICSD best serves the needs of economically privileged, college-bound, primarily white students and families to the detriment of most students and families of color, students and families from rural communities, and students and families without economic privilege.
  • Anecdotal records will indicate the ways in which the ICSD has taken specific steps to address the ways in which it best serves the needs of economically privileged, college-bound, primarily white students and families to the detriment of most students and families of color, students and families from rural communities, and students and families without economic privilege.

Goal:
  • The equity mentors, as a group, will effectively meet the expectations of the 2007 – 2008 equity mentor job description.
Action Steps:
  • Provide the equity mentors with clear directions, hands-on training, and ongoing support which directly reflect the expectations of the 2007 – 2008 equity mentor job description.
  • Establish regular meeting schedule with each equity mentor.
  • Establish long-term and short-term goals and action-steps with each equity mentor.
  • Provide principals with a hard copy of the 2007 – 2008 equity mentor job description.
Means of Evaluation:
  • Monthly communications, agendas, and meeting minutes will provide evidence of the clarity of my directions and the ways in which hands-on trainings reflect the expectations of the 2007 – 2008 equity mentor job description.
  • Notes from individual meetings with each equity mentor will provide evidence of a regular meeting schedule with each mentor, as well as the long-term and short-term goals and action-steps for each mentor.
  • Equity mentor year-end evaluations will indicate the degree to which each mentor found my leadership provided clear directions, hands-on training, and ongoing support which directly reflect the expectations of the 2007 – 2008 equity mentor job description.
  • Year-end evaluation by principals will indicate the degree to which their perceptions of equity-mentor efforts in each building reflected the expectations of the 2007 – 2008 equity mentor job description.

Goal:
  • To deliver staff development which stimulates individual and collaborative learning among educators, independent of me, so that their practice more effectively eliminates race, class, and disability as predictors of student success in the ICSD.
Action Steps:
  • To incorporate three NSDC standards and innovation configurations into my staff development practice. These three standards and innovation configurations, which are detailed in the NSDC “Standards for Staff Development” and “Moving NSDC’s Staff Development Standards into Practice: Innovation Configurations, Vol. I.” are:
    • Professional Learning Communities
    • Design
    • Equity
Means of Evaluation:
  • I will use Action Research to assess the degree to which I have effectively met this goal.
  • My workshop plans and participant evaluations will provide evidence of the degree to which the three standards and innovation configurations have grounded my work.
  • Hard copy, e-mail, and anecdotal communications from staff will provide evidence of the ways in which my specific workshops and other forms of training have fostered independent collaborative and individual learning among educators in ways that have made their practice more effectively eliminate race, class, and disability as predictors of student success in the ICSD.
  • Student and family surveys will indicate ways in which they have noticed specific changes in teacher practices which have increased their success, or the success of their children.
  • Evidence will be broken down using Gusky’s Five Levels of Impact: Participant Reactions, Participant Learning, Organizational Change, Participant Change, Student Learning.


five levels reflection 07 08.pdf