Section 3: Evaluating, Implementing and Managing Instructional Programs & Projects 

First is to apply chapter 10, and the other is to apply contents from chapters 12 & 13. First, select one of the evaluation models you learned from chapter 10 or from your web search and describe how you would use it to evaluate your instruction (alternatively, you can choose a program or initiative at your current or former school). If necessary, revisit the relevant section on chapter 10 and refer to exemplary questions to ask within the model. Reflect on what other questions that instructional program evaluation should address besides whether the new instruction/program leads to comparable amounts of learning and learner satisfaction as traditional methods. What else would be useful to know? 

When reviewing the evaluation models I immediately noticed that my instruction is relates closely to Kirkpatrick's Evaluation Model. This model is not only allows me to evaluate my students' learning but, I am able to evaluate my instruction and effectiveness as a teacher as well. Listed below are the levels of Kirkpatrick's Model with the techniques I use to evaluate instruction.

1. Reaction: Working with middle school students I have quickly learning that they do not like to write or do one activity for a long period of time. When prompted to copy vocabulary words down I hear the moans and groans fill the room.This gives me an instant assurance that my activity needs to be more exciting than the students may anticipate.

2. Learning: This is the stage that I am able to evaluate myself as a teacher, I get the chance to ask myself if I planned the lesson effectively? If I was able to reach my all my students (GT, SpED, Dyslexic, ESL etc.)? Are my students engaged in the lesson? Are they actually learning what I intended to teach?

3. Behavior: At this moment I determine if the students initial reaction has changed for the activity. Do I still hear the moans and groans for the assignment? Or are the students actually engaged and interested in what they are doing? If their initial reaction has not changed at this point I will also decide to try something different and visit that particular activity at a later time/date. I don't like to be the instructor of a classroom that is not engaged. Engagement is the signal that learning is taking place and if learning is not taking place then there is no need for that activity or lesson.

4. Results: Finally, I can evaluate what/how the students did with the lesson that was presented. This is usually evaluated as an informal or formal assessment. 

Congratulations, your school leader noticed about your good use of technology in teaching and appointed you to develop a series of professional development sessions focusing on technology use in the classroom for teachers during a time of economic challenge. (If you like to modify the scenario to better fit your personal interest, such as one-on-one laptop initiative, that is perfectly fine). You were told that the school will provide necessary support and you can form a team. Based on knowledge from chapters 12 & 13, which people at the school and the district will you include in the team, and how will you use Situational Leadership to facilitate this project and manage scarce resources?

The Dream Team

CTE: Being in the department of Career and Technology Education I would certainly want my entire department to join me for this particular experience. 
Tech Specialist: I would incorporate our on campus technology specialist to join since she has experience with helping teachers incorporate technology into their instruction. 
Skills Specialist: Being that I am not a core curriculum teacher I would like to have maybe a few if not all our skills specialist in on the fun, this would be great insight for knowing what would and what wouldn't benefit the students in these classes. 
Campus Administrator: An administrator to give a quick thumbs up for approvals.

I personally don't feel that the teachers on campus would have any issues with incorporating technology into the classroom. My biggest concern with doing this would be the lack of technology accessible on campus. In a perfect world, I would just make everyone's classroom a computer lab :) or perhaps allow each teacher to have a class set of Chromebooks for their students. 

I'm a firm believer in allowing others opportunities to gain experience. Meaning just because I picked the teams doesn't mean I have to handle everything. Task can be evenly divided and individuals can be over certain items. CTE can be in charge of finding the programs that teachers can use in their classrooms. Our tech specialist may be the one to train the teachers on how to effectively incorporate these programs. The skills specialist may be able to tweak the lesson to make it more effective for their particular need in their content area. Of course, our administrator is just there to give quick approval on what we decide :) With that, each team member plays every part of the Situational Leadership Model at some point. 'Team work makes the dream work."