Lakeside Teacher Center: A Framework Example

Each year the policy board determines the focus of next year’s evaluation after the end of the year report has been completed.   Over the summer, the director prepares the instruments to be used and selects program facilitators and/or building ambassadors who are responsible for collecting the data.  The secretary summarizes the survey results.  The aggregate of the information, studied by the director and the program coordinator, is presented to the Policy Board and the implications are discussed. 

This year, the Lakeside Teacher Center (LTC) has developed a multi-year plan that will focus on the technology strand.  Enrollment in this area has dropped off.   The Center has to take a closer look at who is in attendance at courses, why others are not participating, what the Center can do to improve the program, or what other services might be included.

This study will examine two indicators under the Professional Development and Program Teacher Center Standards.

During year one, LTC will survey those participating in the program to assess the value and perceived impact of what we are currently doing. We will ask the Building Ambassadors to ask those non-participants why they are not enrolling in the technology programs and what other technology services they would like to see offered at LTC.

During year two, LTC will document enrollment noting the number of participants from each school and continue to measure perceived impact on the teaching and learning process.  Additional services, identified by the year one survey will be added, pending resources.