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Wallace Community College Dual Enrollment
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Analysis of Instructional and Operational Effectiveness PART 4: ANALYSIS OF INSTRUCTIONAL AND ORGANIZATIONAL EFFECTIVENESS
Introduction
This section of the school improvement plan provides an overview of the analysis of instructional and organizational effectiveness that was conducted to help identify our school�s strengths and limitations. The results of this analysis are summarized on the following pages. We utilized this information to help us identify ways we can build on our strengths, address the limitations of our school�s instructional and organizational effectiveness, and develop our school improvement plan.
To assist us in identifying the strengths and limitations of Headland High School�s instructional and organizational effectiveness, we administered the �Survey of Instructional and Organizational Effectiveness,� based on the NSSE�s Indicators of School�s of Quality. All faculty, instructional support staff, and administration completed the survey in the month of May, 2004. The survey was completed, collected, and analyzed through NSSE resources. Our committee for Part 4 analyzed the data and reported these findings in the form of a list of strengths and limitations.
The results of the survey (Figure 1) indicate that within our instructional systems, assessments ranked high, particularly our fair assessment, avoidance of bias and our selection of appropriate methods of assessments. However, our evaluation and renewal of the curriculum and expansion of instructional support for student learning need improvement.
The results of the survey (Figure 2) indicate that the quality of the school�s organizational conditions ranked highest in the development of shared visions, beliefs and missions. Lowest rankings were indicated in our commitment to professional development and our establishment of collaborative networks across the community. A graphic representation of all survey results is provided in the following pages.
In light of the survey results, our committee members collected evidence pertaining to those areas identified as strengths, as well as those areas identified as limitations. In addition, we examined the extent to which our instructional practices and organizational conditions are aligned and provide students with a coherent instructional program. A summary of our findings is provided on the following pages.
Based upon our analysis of instructional and organizational effectiveness we identified priorities for improvement. The priorities we established were based on the following three goals:
A summary of the priorities for improvement is also provided on the following pages.
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