The portfolio group is facilitating a seminar for the Houston A+ Challenge later this morning. One of the activities is reading the article "Documenting Whole-School Change in Essential Schools" by Kathleen Cushman.
As I read the article and developed focusing questions for the text-based discussion, I was left wondering what indicators I should be collecting for my work as Consultant for CFG Support for the Houston A+ Challenge. How can I tell that I am making a difference? I know how many CFG coaches are trained in Houston, but I don't know how many are actually practicing. I know who comes to clinics and seminars like today's, but I don't really know how people use new skills and knowledge when they return to their own campuses. This blog is a portfolio in the sense that it is a collection of my activities and reflections, but it contains little hard evidence that my work makes a difference for CFG practice in Houston.
What indicators (common and uncommon) should I be collecting?
Comments (1)
I think the question of making a difference is very broad and one that I think we struggle with as educators all the time. Am I making a difference if my students score higher on the TAKS test than last year? Am I making a difference if one of my students stays in school because they enjoy their art class? Am I making a difference if I give 20 kids who normally would have no where to go at lunch without being picked on - a place to go? Does the public think I am only making a difference if it says so in the Houston Chronicle?
Posted by Michelann | February 27, 2005 8:23 PM
Posted on February 27, 2005 20:23