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Using the Advocacy Design Center model to assess the alignment of a school district's digital curriculum and teacher evaluation systems.

机译：使用倡导设计中心模型评估学区的数字课程和教师评估系统的一致性。

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摘要

This researcher used the Advocacy Design Center model to analyze the Dealian school district's efforts to align its digital curriculum system and its teacher evaluation system. A design team of teachers and administrators developed these two central systems. The systems were constructed to transform the district's traditional curriculum contained in written guides to a standards-based system with the inherent benefits of a web-based digital system. Links were developed between the curriculum system and the new evaluation system that was adopted by the district to address the state's new definition of excellent teaching that calls for teachers to know the state student performance standards.; Now, five years into the use of the system, this researcher examined the success of the district's efforts to integrate the two systems. Schools are social institutions and all involved in the schools represent a vast array of beliefs and ideas about the elements of excellent schools. This researcher used the Advocacy Design Center model as a framework to analyze the effectiveness of the intended alignment between the systems. The researcher examined the two central systems in relation to the elements of the ADC model involving instruction, organization, governance, and accountability. Responding to the 29 guiding questions from the ADC a survey was developed to ascertain teacher and administrator dispositions about the two systems.; A primary question emerged. The systems may have been integrated digitally and to some extent by decree, but are teachers and administrators socially engaged in the system? The researcher indicated that teachers do engage in conversations with colleagues about performance standards, best teaching practices, and authentic assessments. These social behaviors are primary objectives of the central systems. It can be concluded that the digital curriculum system contributes to these positive outcomes, but it cannot be concluded that the digital curriculum system or the relationship between the central systems are solely responsible for these outcomes. The study and its survey of teacher and administrator opinions about the systems is informative for the district and for others preparing to engage in significant systemic change, especially change related to these two central systems.
机译：该研究人员使用倡导设计中心模型来分析Dealian学区为调整其数字课程系统和其教师评估系统所做的努力。由教师和管理人员组成的设计团队开发了这两个中央系统。该系统的构建旨在将书面指南中包含的学区传统课程转变为基于标准的系统，并具有基于网络的数字系统的固有优势。在课程体系和新的评估体系之间建立了联系，新的评估体系被学区采用，以解决州对优质教学的新定义，要求教师了解州学生的表现标准。现在，在使用该系统的五年后，这位研究人员检查了该地区整合这两个系统的努力是否成功。学校是社会机构，所有参与学校的人都代表着关于优秀学校要素的各种信念和想法。该研究人员使用“倡导设计中心”模型作为框架来分析系统之间预期对齐的有效性。研究人员研究了与ADC模型的要素有关的两个中心系统，这些要素涉及指导，组织，治理和问责制。针对ADC的29个指导性问题，进行了一项调查，以确定教师和管理员对这两个系统的处理方式。出现了一个主要问题。该系统可能已通过法令在某种程度上进行了数字化集成，但是教师和管理人员是否在社会上参与了该系统？研究人员指出，教师确实与同事进行了有关绩效标准，最佳教学实践和真实评估的对话。这些社会行为是中央系统的主要目标。可以得出结论，数字课程系统有助于实现这些积极成果，但不能得出结论，数字课程系统或中央系统之间的关系是这些结果的唯一原因。这项研究及其对教师和管理者关于系统的观点的调查，对于本学区以及准备进行重大系统性变更（尤其是与这两个中央系统相关的变更）的其他人员来说，是有益的。

著录项

  • 作者

    Canfield, C. Richard.;

  • 作者单位

    St. John's University (New York), School of Education and Human Services.;

  • 授予单位 St. John's University (New York), School of Education and Human Services.;
  • 学科 Education Curriculum and Instruction.; Education Administration.; Education Teacher Training.
  • 学位 Ed.D.
  • 年度 2006
  • 页码 152 p.
  • 总页数 152
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教育;教育;教师;
  • 关键词

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