What questions should you consider before developing student objectives?
29/07/09 12:56 Filed in: Define
Mission Achievement
Before developing student objectives
(schoolwide learning outcomes), do some
reflection. I encourage you to reflect on
the 8 questions below:
(1) Who initiates the development of student objectives?
The administration. Says David Wilcox, international director for the Association of Christian Schools International, “This is just the norm, rather than a philosophical issue. The educational leadership of an educational institution is usually more informed about…research issues including the importance of student outcomes.”
The administration should research student objectives:
(2) Aren’t student objectives the province of the board?
Yes and no. Student objectives define the mission in terms of measurable student learning. They resemble “ends” statements, and the development and approval of “ends” statements is generally the province of the board.
However, student objectives are also overarching curriculum standards. Given this, and that curriculum standards are the province of the administration, and that curriculum training and experience are needed to develop effective student objectives, I recommend the board rely on the experts it has hired to carry out the mission—that is, the administration.
(3) What is the board’s role in the development and approval of the student objectives?
Policy. Rather than playing a direct, hands-on role, I recommend that the board develop a policy for student objectives and hold the administration accountable to this policy.
Here’s a sample policy:
A. The administration will develop and revise the student objectives.
B. Student objectives must:
(4) Who should the administration involve in the development of student objectives?
Students, parents, staff, and board members. This is what the Western Association of Schools and Colleges suggests.
Wilcox explains, “The broader the involvement of the various segments of the school community, the more likely the outcomes will be comprehensive and representative of the community served. This response assumes a situation where the leadership of the school and the parent community are fundamentally unified as a believing community….The reality is that the administration (including curriculum coordinators) and the faculty are the primary developers of the outcome statements.”
(5) What process can the administration use to develop student objectives?
Roundtable discussion. This is an effective way for students, parents, staff, and board members to collaborate on developing student objectives. Use these 5 steps:
(6) Is it mandatory that we develop our own distinct set of student objectives?
No, nor is it necessarily wise to do so. Christian schools have finite resources and so rely on a variety of outside resources—ACSI, curriculum organizations, textbook publishers, state agencies, and consultants. Using an established set of student objectives from another school is an example of relying on an outside resource.
(7) Doesn’t using another school’s student objectives diminish our distinctiveness?
No, I don’t think so, anymore than using denominational creeds, hymns, and procedures diminishes your church’s distinctiveness. Where and how you go about achieving the student objectives (your staff and students, facilities, location, standards, assessments, and instructional strategies) will continue to reflect your distinctiveness.
For example, two Christian schools could both focus on helping their students be “productive collaborators who respect themselves and others as being created in God’s image.” Alpha Christian School might, for example, focus in social studies on helping students avoid the self- centeredness that marks cultures. Beta Christian School might focus in social studies on helping students consistently demonstrate a healthy self- respect based on an appreciation for Christian beliefs, Japanese culture, and homeland culture. Same student objective, distinctive local focus.
Remember, the goal is to close the gap between rhetoric and reality—not to develop a set of student objectives. Given this, and that it took us 5 years to figure out how to use our student objectives to improve student learning, you may want to begin by field-testing an established set.
(8) If we start with another school’s student objectives, do we need to modify the process?
A little bit. If you do this, remember to:
*This blog entry is part of a 7-part series:
(1) Who initiates the development of student objectives?
The administration. Says David Wilcox, international director for the Association of Christian Schools International, “This is just the norm, rather than a philosophical issue. The educational leadership of an educational institution is usually more informed about…research issues including the importance of student outcomes.”
The administration should research student objectives:
- What they are.
- How they help close the rhetoric/reality gap.
- The criteria used for developing them
- What student objectives other schools use.
- Suggested processes for developing them.
(2) Aren’t student objectives the province of the board?
Yes and no. Student objectives define the mission in terms of measurable student learning. They resemble “ends” statements, and the development and approval of “ends” statements is generally the province of the board.
However, student objectives are also overarching curriculum standards. Given this, and that curriculum standards are the province of the administration, and that curriculum training and experience are needed to develop effective student objectives, I recommend the board rely on the experts it has hired to carry out the mission—that is, the administration.
(3) What is the board’s role in the development and approval of the student objectives?
Policy. Rather than playing a direct, hands-on role, I recommend that the board develop a policy for student objectives and hold the administration accountable to this policy.
Here’s a sample policy:
A. The administration will develop and revise the student objectives.
B. Student objectives must:
- Define the mission in terms of measurable student learning
- Be Christ-centered, promoting the development and application of a biblical worldview
- Be based on sound, current research and practice
- Be for all students
- Address the whole person
- Be interdisciplinary
- Be attainable
- Addresses the criteria, the board will approve the proposal as submitted.
- Does not address one or more criteria, the board will indicate which criteria were not met and ask the administration to make revisions.
(4) Who should the administration involve in the development of student objectives?
Students, parents, staff, and board members. This is what the Western Association of Schools and Colleges suggests.
Wilcox explains, “The broader the involvement of the various segments of the school community, the more likely the outcomes will be comprehensive and representative of the community served. This response assumes a situation where the leadership of the school and the parent community are fundamentally unified as a believing community….The reality is that the administration (including curriculum coordinators) and the faculty are the primary developers of the outcome statements.”
(5) What process can the administration use to develop student objectives?
Roundtable discussion. This is an effective way for students, parents, staff, and board members to collaborate on developing student objectives. Use these 5 steps:
- Use examples to explain what student objectives are, the role they play, and the criteria that will be used for developing them. Check out student objectives from other Christian schools
- Ask each group to brainstorm answers to the following question: “Given our mission, what do we want all students to know, be able to do, and value?”
- Pair up groups. Have each paired group collaborate to develop one set of student objectives. Post the results and have a whole group debriefing.
- Explain that an administration-appointed committee will use the results and criteria to develop a proposed set of student objectives. This set will be field-tested for at least a semester and then revised (using community input).
- Have the administration approve the student objectives and submit the student objectives to the board for approval.
(6) Is it mandatory that we develop our own distinct set of student objectives?
No, nor is it necessarily wise to do so. Christian schools have finite resources and so rely on a variety of outside resources—ACSI, curriculum organizations, textbook publishers, state agencies, and consultants. Using an established set of student objectives from another school is an example of relying on an outside resource.
(7) Doesn’t using another school’s student objectives diminish our distinctiveness?
No, I don’t think so, anymore than using denominational creeds, hymns, and procedures diminishes your church’s distinctiveness. Where and how you go about achieving the student objectives (your staff and students, facilities, location, standards, assessments, and instructional strategies) will continue to reflect your distinctiveness.
For example, two Christian schools could both focus on helping their students be “productive collaborators who respect themselves and others as being created in God’s image.” Alpha Christian School might, for example, focus in social studies on helping students avoid the self- centeredness that marks cultures. Beta Christian School might focus in social studies on helping students consistently demonstrate a healthy self- respect based on an appreciation for Christian beliefs, Japanese culture, and homeland culture. Same student objective, distinctive local focus.
Remember, the goal is to close the gap between rhetoric and reality—not to develop a set of student objectives. Given this, and that it took us 5 years to figure out how to use our student objectives to improve student learning, you may want to begin by field-testing an established set.
(8) If we start with another school’s student objectives, do we need to modify the process?
A little bit. If you do this, remember to:
- Verify that this set meets your board’s criteria.
- Train community members in the nature and function of student objectives.
- Explain why you chose the set.
- Use community feedback to revise the field-tested set as appropriate.
*This blog entry is part of a 7-part series:
- How can you define what it takes to carry out your school's mission?
- Are student objectives right for you and your school?
- What's developing student objectives look like?
- What questions should you consider before developing student objectives?
- What makes good student objectives good?
- What are some reasons for developing student objectives?
- How are mission, student objectives, and curriculum connected?