Joint Effort Analysis

As a teacher I use formative and summative data to drive my instruction. As I start with the state standard for the lesson and plan a formative assessment on that skill before a summative assessment. In years prior our school district used the platform of Performance Matter to collect data of that grade level standards three times a year. This type of information set in with Dr. Scott McLeod (20??) essential concepts. “The five major elements of data-driven instruction are: good baseline, measurable instructional goals, frequent formative assessment, professional learning communities, and focused instructional interventions (pp. 1-2, 20??). The assessment gave teachers a baseline, mid-year, and end year focus. When the teacher delved into the platform each question was broken down each standard and concept, thus allowing teacher to provide adequate instructional goal to meet the students’ needs. Teachers would also look at past state standardized testing to determine what if any remediation is needed. As a principal, he/she/I needs to understand the data elements to schedule necessary people and aid for the professional development communities.

“When groups are planned so that each member's strengths have authentic importance to the ultimate success of the group's activity, this creates a situation where individual learning styles, skills, and talents are valued, and students shine in their fortes and learn from each other in the areas where they are not as expert.”(Willis)

• Team Learning—transforming conversational and collective thinking skills, so that groups of people can reliably develop intelligence and ability greater than the sum of individual members’ talents.

Prepare for lesson/ program ensuring that you have relevant materials to carry out different teaching styles to meet the needs of the learner,

When considering the rich array of both quantitative and qualitative approaches there is available in research for collecting the data one needs; surveys, observations, interviews and reflection sheets are typically mentioned and consider as forms for determining the effectiveness of professional development sessions or programs. A survey that is conducted after PD sessions that contain about five statement questions that asked participants to rate it and are based on a rating scale ranging from five being the strongly agreed upon to one-strongly disagreeing upon is a method to consider when collecting the data. Once again according to Hayes et al., (2007) formative evaluation in the daily lives of teachers using the new instructional practices is another method of collecting data to develop further PD. Klassin, Krawchuk, Lynch and Rajani (2008) report in their research the use of semi-structured individual interviews as a technique for collecting qualitative data to gather background information and asked open-ended questions about the current PD sessions attended. Besides surveys and semi-structured interview, a 3-2-1 exit ticket approach after the learning session can also be used to help teachers reflect on the material presented. In addition, well-designed surveys,

Compose teams this would fuse picking people who give the fundamental mix of learning, aptitudes, limits, and related inclusions that power accomplishment and the qualities, social capacities, and motivations that engage the gathering to work effectively together. Forming a group is not a simple undertaking, this activity limit includes picking a sidekick of individual’s will's character powerful in accomplishing the gathering task plot by the affiliation and after that ensuring that the mix of individuals is appropriate as time goes on as the gathering makes and builds up its condition. This gathering specialist work incorporates two key assignments. The essential undertaking incorporates altering the structure of the gathering to the errand

Planning lessons and teaching them to others is an important skill to have no matter where one works. Teamwork is also an important skill to have in life. During this recitation project, my teammates and I led the class in analyzing and reviewing material from the assigned readings and lecture notes. While at first this task seemed daunting, I believe my teammates and I rose to the occasion by correctly implementing material and working cooperatively as a team as outlined in Jon R. Katzenbach and Douglas K. Smith’s “The Discipline of Teams.”

This program evaluation will include both qualitative and quantitative methods or mixed method which we will be using in this assessment. Multiple techniques and instruments used in this program will consist of:

Then we have to remember that the outcome must measure something useful and meaningful. Remember, assessment makes a difference, so information needs to be connected to subjects that people really care about. This suggests that assessment methods will collect evidence that is credible, meaningful, and applicable to the decision making process for improvement throughout the institution. Therefore, one of the vital steps in writing good outcomes is to address any significant claims of

At the end of our 2 weeks of data gathering and completing the study, the group aims to accomplish the following:

In a well-executed study, the data collection plan, including procedures, instruments, and forms, is designed and pretested to maximize accuracy. All data collection activities are monitored to ensure adherence to the data collection protocol and to prompt actions to minimize and resolve missing

Reece and Walker (2000) discuss, there are several building blocks to be considered when planning for effective learning. I will discuss the sections of the planning process that need to be considered planning for a lesson.

Data gathering, reviewing, and analyzation is a very important step in an effective evaluation or assessment process. The outcome as well as any subsequent suggestions are based on the data and review provided during the initial process. Guerra-Lopez (2008) emphasized that the success of an evaluation process is contingent upon five particular aspects about data and data sources: 1) data relevance, 2) data collection, 3) evaluating data, 4) data reporting, and 5) avoiding data errors. These five items contribute to an improved method and technique to build a better performance evaluation and supports the statistical finds and the qualitative impact of the communicated results.

To effect this, what is needed is an awareness of the psychological factors of the students. This can be achieved through an open discussion with the students, especially in challenging times. Learning disabilities must also be factored in. Individual differences of the students should also be considered in group learning sessions and general lectures. Individual supports should be put in place to support students and assist in avoidance of negative results, which could lead to discouragement. All of the above strategies would raise the level of student. This can be achieved through effective communication, studying individual personalities, and conducting ongoing individual conferencing with the students. This will lead to a general picture about the student and how best to deal with each student, as per their personalities. Assigning groups by learning style would help achieve the best learning performance and fulfill the ideal outcome of the entire learning process.

Select reliable and valid measures to measure changes in the program outcome, and address issues linked to human subjects, such as informed consent and confidentiality. Collect relevant process, outcome, and record the data, study and understand the data, disseminate the findings, using an effective format and extending to the right audience, and finally anticipate and prepare for any obstacles.” In summation, “choosing the appropriate measurement instruments, the ones that we know how to administer and that will produce the findings that we will be capable to analyze and interpret, should be the vital step in any