Educational Organization Evaluation Process - Research Paper Example

Question Educational Organization Evaluation Schools play a very important role in our society but due to limited experimental studies revolving around education, the degree of contribution that they have in society remains vague. The continuous modification in educational organizations which mainly focuses on classroom instructional effectiveness and instructor performances has paved the way for a research-based evaluation standards and processes that exhibit effective teaching (Stronge & Helm, 1990). Educational evaluation is the process of assessing and reviewing several characteristics of an educational process. Evaluation should be considered as an important part of the development process for an educational organization. Primarily, educational institutions use evaluation data to exhibit effectiveness and secondly, to present performance measure, which would be a very good marketing tool. Such evaluation is a specialized activity that educators must undertake in order to assess and develop the learning experience that they are offering (Stronge & Helm, 1990). It would be helpful if the components of an organization are carefully pointed out and explain how the organizational structure fits the field of education. Outline An outline is presented showing the required processes for the educational organization evaluation. The process provides guidelines for designing, implementing, assessing and improving the identified form of evaluation. Each of the steps aim to promote evaluations that are proper, useful, feasible, and accurate. The following steps could be undertaken in order to evaluate and analyze the Educational organization (Stufflebeam, 1999). The process could also be used to research and assess the effectiveness of the educational system which is used in an educational institution vital in the formulation of educational policies geared towards the realization of an empowered and globally competitive citizen. I. Identification of purpose to be served Goals for undertaking the evaluation should be clearly defined because these goals will significantly impact the shape of the organization’s efforts. Before the purpose could be fully identified, it is important to use information that is already available. Valuable information of a student can be obtained from the student’s classroom teacher, the cumulative file, and the parent regarding the learning problem. II. Enumeration of questions that need to be addressed and information required. The team involved with the evaluation should create a list of questions that need to be answered and at the same time, gather and organize factual information about a community from which present and future educational program needs can be determined. III. Identification of the manner in which evaluation will be conducted Who: Specific individuals should be designated to be in charge of the whole evaluation process and be responsible for its accomplishment and implementation. A committee should be formed. The school administration could assign people who possess the following characteristics: a.) objective, b.) has good judgment, c.) knowledge and experience with educational and organizational change, d.) ability to have positive working relationships with peers, Ministry officials, school personnel, parents and members of the public, e.) effective communication skills, f.) leadership skills, g.) problem solving skills, h.) an ability to cope with pressure and stress, i.) sensitivity to the school, ministerial and political environment. What: Point out strong points and build on them, as well as identify and address limitations of the school’s instructional and organizational effectiveness. When: Timeframe in which the evaluation would transpire / Period of time covered by the evaluation process. How: The following steps could be executed in order carry out the evaluation process (California Dept. of Education, 1986). 1.) Creating an agreement in the form of a school district board resolution. 2.) Organizing a process that guarantees continuing analysis and evaluation of what is acceptable as the school’s educational and cultural goals and objectives. 3.) Involving the right people at the proper time and defining functions and tasks in terms of particular areas of responsibility. 4.) Administering a survey which would measure instructional and organizational effectiveness. All members of the faculty, support staff, administration and parents could participate in the survey. 5.) Administering tests on the students to check the progress of the children in school. Tests are an important part of an evaluation, but they are only a portion in the process. The evaluation could include: - The observations and judgment of professionals who have worked with the student; - The childs medical history, when it is relevant to his/her performance in school; - The parent’s ideas about the childs experiences, abilities, needs, and behavior in school and outside of school, and his/her feelings about school. Professionals will observe the child. They may give the child tests. They are trying to get a picture of the "whole child." Its important that the school evaluate the child in all areas where he/she may have a disability. For instance, they can check on the child’s comprehension on language, behavior, flexibility towards change, achievements in school, potentials, etc. 6.) Providing leadership in problem-solving techniques through a system of communication and evaluation. According to Etzioni (1961), a learning organization is “ an organization that is continually expanding its capacity to create its future”. IV. Data analysis and preparation of reports Through investigation, the quality of individual schools would be determined and reported to concerned personnel and authorities. After it has been reported, an action plan would be formulated to build on the school’s strengths, deal with limitations and areas that need improvement. Possible suggestions for the organization at the end of analysis may include the following: 1.) advance the educational program of the school in connection with its vision and mission; 2.) preserve a positive academic learning environment by providing leadership opportunities for the staff and students; 3.) make sure that students will be dynamically involved in the process of learning; 4.)focus on building a well-built institution by working hand in hand within the members of the organization and the community; 5.) Regular update of curriculum through brainstorming amongst teachers and members of the school administration; and 6.) develop a variety of assessment tools that would gauge the school’s capacity. Conclusion The process described in this paper serves as a guide for the educational organization to work on areas that need improvement as a whole. The process can be applied to any type or size of organization. The model directly provides a measure of the worth of the educational organization. Data collected can be used to come up with a judgment after it has been integrated (Bailey, 1975). References Bailey, J. E. , III. (1975). The name assigned to the document by the author. This field may also contain sub-titles, series names, and report numbers.Educational organization evaluation model. Retrieved on October 5, 2009 from http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/36/d4/7a.pdf California Dept. of Education (1986). Retrieved from http://www.cde.ca.gov/ls/fa/sf/longrangeplan.asp Etzioni, A. (1961). A comparative analysis of complex organizations. New York: Free Press. Stronge, James, H. & Helm, Virginia M. (1990).Evaluating educational support personnel: journal of personnel evaluation in education 4:145-156, 1990 a conceptual and legal framework. Journal of Personnel Evaluation in Education, 4, 145-156. Stufflebeam, D. (1999). Evaluation plans and operations checklist. Retrieved on October 5, 2009 from http://www.wmich.edu/evalctr/checklists/plans_operations.pdf Question #2 Conflict Management for Educational leaders with Emphasis on Female Aggression Abstract The controversies facing schools today are different in nature in comparison to those encountered in the past years. The school administration plays a very important role of building a constructive environment and dealing with conflicts. Conflicts occur due to a dispute in needs, drives, desires, and/or demands. Since conflict is a certain component of our lives, it is essential to learn how to respond to it in a constructive manner (Bodine, Crawford, & Schrumpf, 1994). Conflicts in the modern time come in the form of harassing and bullying through the use of technology, communicating online hazards, and surfacing of female aggression. This paper discusses the management skills which are vital in resolving conflicts and strategies which can be used in addressing the issue of female aggression. Introduction Among the major responsibilities of the school administration is to manage conflicts in the school especially nowadays that violence is very prevalent. Leadership is a very comprehensive role because it entails cooperation, continuous improvement, listening to other’s opinions and evaluating it as well. Katz and Lawyer (1993) have enumerated several approaches to conflict management which might be very helpful for schools, which are as follows: "1.) insightful listening; 2.) upholding courtesy; 3.) taking apart designation and interests; and 4.) definition of goals and at the same considering the interests of those who are involved in the situation" (http://findarticles.com/p/articles/mi_hb3325/is_/ai_n29205540) Aggression can either be physical or oral. As females mature, their aggression their aggression tends to be more physical in nature. It is very rare to see an aggressive woman, which is why this subject has not been very popular (Buss, 1961), except for these days that violence is continually growing in number, especially in the homes. There should be a strict classroom plan in place in order to prevent and control aggressive behavior. Giving up aggression should be the main objective for an aggressive student while keeping up a non-aggressive attitude should be preserved in normal students. Abilities Required of an Educational Leader There are various reasons why conflict is always present anywhere, which does not make schools as an exception. Modern trends related with race, gender, technology, and socio-economic factors must be gathered and scrutinized by an efficient leader in order to hone the leader’s skill in handling conflicts. Communication skills, oral and written, are important skills that an educational leader must possess because communication is vital in handling conflicts. Others need to be involved in the process of resolving conflicts – transmitting interpretations, conveying constraints, and communicating solutions to the predicament. Other skills that are very useful are as follows: orientation abilities (compassion, empathy, fairness, and trust), perception abilities (empathy, self-evaluation), emotional abilities (self-expression, self-control), creative-thinking abilities (brainstorming, contemplating) and critical thinking abilities (Bodine, et al, 1994). Key Factors and Problem of Female Aggression in Schools Aggression may start as early as the childhood years and there are different factors that influence the level of aggression in an individual. Home environment, parent-child relationship, peer pressure, behavioral and academic problems, substance abuse, employment problems, mental problems, and malnutrition are factors that may contribute to female aggression. Aggression in girls is not very evident compared to the behavior exhibited by the boys. It is vital that such problem would be detected at an earlier period, in order to prevent these females from causing harm to the society. When disputes surface, aggressive behavior is most likely to build up. Arbitration, which is the common solution for aggression has been substituted with a better alternative of resolving conflict, which is conflict resolution. “Conflict resolution education is an integral component of an effective behavior management system for a school or classroom. Much of what is perceived in schools as misbehavior is actually unresolved conflict.” (Bodine & Crawford, 1998, p. 60). A child must be taught of conflict years at an early stage, in order to prevent aggressive behavior. A peaceful, safe and dynamic classroom environment must be provided to students. Everyone in the classroom, including the parents, must be educated in the process of conflict resolution, giving emphasis on recognizing the emotional aspects and demands of growing up. Conclusion An educational leader is faced with a high responsibility of resolving conflicts. In resolving these conflicts, it is necessary for the leader to develop leadership skills, update himself of modern trends, and listen to others. Programs that are aimed at preventing violence should be inculcated in the minds of students in order to enable them to develop a diplomatic behavior before they reach the stage of adolescence. References Bodine, R., Crawford, D. and Schrumpf, F. (1994). Creating the peaceable school: A comprehensive program for teaching conflict resolution. Champaign, II,; Research Press, Inc. Bodine, R. & Crawford, D. (1998). The handbook of conflict resolution education: A guide to building quality programs in schools. San Francisco: Jossey-Bass. Buss, A. H. (1961). The Psychology of Aggression. New York: Wiley, Retrieved on October 5, 2009 from http://findarticles.com/p/articles/mi_m2294/is_n34_v30/ai_15383471/pg_8?tag=artBody;col1 Katz, N. & Lawyer, J. (1993). Conflict resolution building bridges. Retrieved on October 5, 2009 from http://findarticles.com/p/articles/mi_hb3325/is_/ai_n29205540 Question #3 Global Trends in Education Abstract New opportunities and difficulties for education will continue to arise because the future shows people who are more dependent on knowledge and skills, which would make nations, become more competitive and more interdependent (Power, 2000). There is a lot in store for the students of the 21st Century due to the fact that our world is driven by globalization, modernization, fast-paced changes and constantly updated information (Education Futures Editors, 2007). Global Trends Three global trends that pose a challenge for 21st century education are inequality, population movement and new information and communication technologies. Over the past twenty to thirty years, inequality has dramatically increased within countries and is continually increasing the gap between the rich and the poor, and between the linked and remote cultural groups (Power, Colin N., 2000). Connected with these gaps is the rise in aggression, crime, dishonesty and even genocide. Today more than one quarter of the population, some 1.3 billion people live, in dismal poverty on incomes of less than $1 day, while the assets of the three richest people in the world surpasses the combined GNP of all LDCs. The research clearly illustrates that the greater the inequality within a country, the greater the suffering of the poor and the greater the marginalization of minority cultures (Power, 2000). New information and communication technologies (NICT) comprise an exceptional resource foundation for storing, disseminating, and sharing information while strengthening intercultural and democratic participation (Power, 2000). Modernization has provided a powerful means for exchanging, processing and storing information. However, there are negative effects which make the following actions easier: money laundering, pedophilia dissemination, violence and racism. The NICT also provides opportunities for cultural minorities to relate to others using their own language and sustain multi-lingual instruction. Global trends have also caused an increase in movement of the population and intercultural interactions and exchanges. Various tribes and cultural groups have learned how to live together and enjoy their differences. About one hundred thirty to one hundred forty five million people reside outside their countries of origin, twenty three million of which are illegal migrants. These people struggle in surviving because they are at great risk of discrimination, exploitation, and denial of human rights, simply because they are illegal migrants. Urbanization rapidly built up when the year 2000 arrived which is why majority of people now live in cities. Extended life expectancy tied with dramatic changes in economic, social and cultural situations mean that both individuals and societies must persist on learning – or be left behind and become marginalized (Power, 2000). Impact of Global Trends to Educators and Students Since we are now living in a global, knowledge-based society, ever-present and ever-opening contact with information creates a need for effective educators who can transform information to meaningful, new knowledge (Education Futures Editors, 2007). Due to modern technology, the relationship between teachers and students may also be affected. Research, paper works, and examinations may be done online, which limits personal contact between them. Geographical, economic and social boundaries are trimmed down due to advances in technology. Unfortunately, jobs that exist today will not necessarily exist when students of our present time finish school. Educational institutions should try to offer courses that would equip students for that will exist when they finish school. The globalization trend forces students and schools to contend on a global scale. Human-surpassing intelligence provides an assurance that the future is far more different than we can picture. As early as now, students should be trained with the creative skills required to thrive in a future that demands routine human creativity (Education Futures Editors, 2007). Changes that American Schools Should Employ to Remain Competitive If U.S. business schools really want to survive, they must employ partnerships with businesses. Businesses must meet them halfway if they want to keep the pipeline filled with management talent (Lorange, 1994). Schools should update their programs, as dictated by modern market trends, in order to prevent the risk of losing a brilliant faculty and students to competitors abroad. CEOs must evidently communicate their business needs in order to help and aid schools. Academics should emphasize their lessons with the aid of real life examples, in order to make a two-way communication between the instructor and the students. School should try to strike a balance between teaching and research. Classroom visitations should become a habit for those who work for the school administration and teachers could venture beyond the classroom into business. In order for schools to retain their purpose and relevance for existence, action is a must on their part. Conclusion Efforts need to be doubled up in order to help students maximum advantage of the changes brought about by globalization. Classrooms in all parts of the United States are undergoing rapid changes because of the latest global trends. The media and the entertainment industry now play a more extensive role which exposes the youth of today’s time to various images from around the world. The general public has increased power in connecting and linking globally through environmental matters, telecommunications system and international trade. These advances all boil down to understanding and misunderstanding amongst diverse cultures from around the globe, and lead to the prerequisite of helping students grasp the wide array of information available (Haakenson, 1994). For both the dominant and minority cultures in a diverse social world, learning to live together must become a two way intercultural process – for it demands that each learn, understand and respect the culture of the other, welcome differences and resolve contradictions and conflicts peacefully. It is also equally important that educational reforms should focus on creating unity amidst diversity by developing the basic human values which lie beneath most cultures and major religions Our common future will depend on the degree to which we all become better world citizens, creating the unity within diversity which stems from an intercultural education which helps us to build strong cultural roots, to understand and respect the cultures of others and to learn to live together harmoniously in a multicultural society. References Education Futures Editors (2007). Top ten global trends that force us to rethink education. Retrieved on October 5, 2009 from http://www.educationfutures.com/2007/06/18/top-ten-global-trends-that-force-us-to-rethink-education/ Haakenson, P. (1994). ERIC Clearinghouse for Social Studies/Social Science Education Bloomington IN. Retrieved on October 5, 2009 from http://www.ericdigests.org/1995-1/global.htm Lorange, P. (1994). Back to school: executive education in the U.S. Retrieved on October 5, 2009 from http://chiefexecutive.net/ME2/Audiences/dirmod.asp?sid=&nm=&type=Publishing&mod=Publications%3A%3AArticle&mid=8F3A7027421841978F18BE895F87F791&tier=4&id=B8395A62B8C649A08C8D73846A27A1B1&AudID=*The%20Blogtracke Power, Colin N. (2000). Global trends in education. Retrieved on October 5, 2009 from http://ehlt.flinders.edu.au/education/iej/articles/v1n3/power/power.pdf Read More