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ERIC Number: EJ1074560
Record Type: Journal
Publication Date: 2015-Aug
Pages: 5
Abstractor: ERIC
Reference Count: 8
ISBN: N/A
ISSN: ISSN-0276-928X
Focus First on Outcomes: When Planning Change, Improved Student Learning Is the Ultimate Goal
Bradley, Janice; Munger, Linda; Hord, Shirley
Journal of Staff Development, v36 n4 p44-47, 52 Aug 2015
Educators working to achieve changes in classroom teaching practices that lead to improvement in student learning need to gain clarity in where they are going--what they want to accomplish. Teachers in a professional learning community need a road map as they begin learning and applying a new practice to ensure they reach their intended goal focused on student learning results. A logic model--a tool used by change leaders to plan a change project and identify performance measures--describes a path toward a desired result. In building a logic model, the planning process focuses first on outcomes and requires the following questions to be answered in sequence: (1) What is the current situation that we intend to impact? (2) What will it look like when we achieve the desired situation or outcome? (3) What behaviors need to change for that outcome to be achieved? (4) What knowledge or skills do people need before the behavior will change? (5) What activities need to be performed to cause the necessary learning? (6) What resources will be required to achieve the desired outcome (McCawley, n.d.)? In this article, the authors explain how the logic model works as a road map to reaching the intended goal and describe how educators can make the shift from confusion to clarity. Teachers need to recognize the relationship between professional learning and student results and understand how logic models serve as road maps to reach intended goals. This opens the door to a new way of thinking and planning with a focus on the desired outcomes first.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A