| TEACHER
CENTER of Broome County |
| Self Study |
|
2000
- 2001 |
We the
policy board of The TEACHER CENTER of Broome County, conducted a self-study
using the following format:
·
Formation of a self-study committee led by three policy board
members, Colleen Cawley, Jan Fiore, and Corinne Barnes, who met on April 4,
2001, previous to the main policy board meeting to discuss the direction of
the self-study.
·
Meeting with the policy board on April 23, 2001.
·
Final meeting with the policy board to review the final
self-study and sign the cover sheet.
On
April 4, 2001, the self-study committee met to discuss the focus of the
self-study. We decided to focus
on the Program standard:
“… collaborate with
school districts and other organizations and agencies to enhance the range
of program opportunities.” We
also decided for the April 23, 2001 meeting to review and assess last
year’s self-study in order to prepare this year’s self-study.
On
April 23, 2001, the policy board met for approximately five hours and
brainstormed ideas to meet the above Program standard suggested by
the steering committee and was approved by policy board members. From our brainstorming session we came up with the following
ideas to carry out the above-mentioned standard:
·
Ways to link to school districts
1.
Market THE TEACHER CENTER of Broome County by handing out plastic
Apple containers containing a laminated bookmark describing the
services offered by our teacher
center.
2.
Conduct collegiate circles with PTAs, at union meetings, and at
faculty meetings.
3.
Host our 14th Annual Southern Tier Educator’s Conference
this summer with the theme: Links
that Last – Family, School, Community
4.
Organize a Home School Conference
5.
Publish a Teacher Center Resource Guide that lists all the
educational and cultural groups that we serve, as well as listing all the
services of our teacher center.
6.
Publish a Field Trips Pamphlet that shows all the local
sites for field trips
7.
Follow up on districts’ superintendent’s conference days –
summarize what topics were covered and who presented workshops, if any
8.
Meet with Teacher and Staff Union Presidents
9.
All published materials will be included on THE TEACHER CENTER
website
·
Ways to link to the community and other agencies
1.
Collaborate with
Ø
Local libraries and the Four County Library System
Ø
Roberson Museum and Kopernik Space Science Center
Ø
Local Colleges (Broome Community College, Binghamton
University, Empire State College, etc.)
Ø
Parent-Teacher Organizations
Ø
Professional Groups (Police, D.A.R.E., Firemen, Hospitals,
City Government, etc.)
Ø
Professional Societies (NYSATA, BARC, SLST, STANYS, NYCSS,
BCCDC, etc.)
Ø
Binghamton Association for Education for Young Children (BAEYC)
Ø
Handicapped Children’s Association (HCA)
Ø
Rehabilitation Services, Incorporated (RSI)
Ø
American Civic Association
Ø
Service Clubs (Lion’s Club, Sertoma, Rotary, Elks, etc.)
Ø
Youth Organizations (Boys & Girls Club, YWCA, YMCA,
Boy/Girl Scouts, etc.)
2.
Create an education resource book and distribute to local realtor
companies
3.
Coordinate a learning clinic for families where agencies come and
present information
4.
Partner with the company that maintains the Broome County web page
After the
brainstorming session, we decided we could not carry out all these ideas in
one year, but agreed to keep this list to use as a source for future goals. Next,
we reviewed last year’s self-study, discussed each goal, and then decided
on which goals to keep and which to edit or delete.
As a result of this evaluation process, we created a new Self-Study
document for year 2001 – 2002 with measurable goals and with each goal
connected to the Teacher Center Standards.
On
May 21, 2001, the policy board reviewed the completed Self-Study document
and narrative, and all policy board members approved the final copy of both
the Self-Study and narrative.
TEACHER CENTER of Broome County
Self
Study
April
24, 2001
Goals 7/2001 – 3/2002
Goal #1
| Teacher Center will support and provide follow up
for each district’s Superintendent’s Conference Day program. |
|
|
| Number
of requests received by admin:
|
Number of requests received by teachers:
|
Number of follow-ups offered by TC:
|
| Standard: Program – use a variety of strategies and techniques
for identifying the professional growth needs of constituents;
- collaborate with school districts and other
organizations and agencies to enhance the range of program
opportunities
|
| Standard:
Management – employ a variety of communication
strategies to ensure the full participation of constituents
|
|
Standard:
Evaluation – employ a variety of evaluation
strategies to assess the impact of the Center’s activities and
programs
- include both quantitative and qualitative
data in evaluation design
|
Goal #2
| Teacher Center director and district policy board
member will meet with union leadership regarding Teacher Center
staff development program and perceived needs. |
|
|
| Percent
of districts contacted:
|
Number of meetings that occurred:
|
| Standard:
Program – use a variety of strategies and
techniques for identifying the professional growth needs of
constituents
- collaborate with school districts and other
organizations and agencies to enhance the range of program
opportunities
|
| Standard:
Management – employ a variety of communication
strategies to ensure the full participation of constituents
|
|
Standard:
Evaluation – employ a variety of evaluation
strategies to assess the impact of the Center’s activities and
programs
- include both quantitative and qualitative
data in evaluation design
|
Goal #3
| Teacher Center director will contact/meet with
educational/community organizations to make them aware of Teacher
Center services, grants, facilities, materials, etc. |
|
|
| Number
of face-to-face meetings? |
| CONTACTS |
REACTION |
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Standard:
Program – collaborate with school districts and
other organizations and agencies to enhance the range of program
opportunities
|
| Standard:
Management – employ a variety of communication
strategies to ensure the full participation of constituents
|
|
Standard:
Evaluation – employ a variety of evaluation
strategies to assess the impact of the Center’s activities and
programs
- include both quantitative and qualitative
data in evaluation design
|
Goal #4
| Teacher Center will provide program information
including evaluations findings using a proactive approach such as
e-mail, web pages, web links and other technologies. |
|
|
| Total
email list membership (3/01/02): |
Percentage of increase from 7/1/01 – 3/01/02: |
Postings by TC from 7/01/01 – 3/01/02: |
|
Standard:
Program – collaborate with school districts and
other organizations and agencies to enhance the range of program
opportunities
|
| Standard:
Management – employ a variety of communication
strategies to ensure the full participation of constituents
|
|
Standard:
Evaluation – employ a variety of evaluation
strategies to assess the impact of the Center’s activities and
programs
-
include both quantitative and qualitative data in evaluation design
-
share
evaluation findings broadly to build awareness of Teacher Center
work
|
Goal #5
| Teacher Center will identify leaders in
educational and community agencies who have innovative learning
strategies to share with other teachers and the larger community;
this would increase number of workshop presenters encouraging
greater teacher effectiveness. |
|
|
| No
Increase
|
One more presenter than 00-01. |
Two more presenters than 00-01. |
Three more presenters than 00-01. |
Four more presenters than 00-01. |
|
Standard:
Professional Development – supports and
encourages greater teacher effectiveness that can lead to improved
student learning
|
|
Standard:
Program – collaborate with school districts and
other organizations and agencies to enhance the range of program
opportunities
|
|
Standard:
Evaluation – employ a variety of evaluation
strategies to assess the impact of the Center’s activities and
programs
- include both quantitative and qualitative
data in evaluation design
|
Goal #6
| Teacher Center will work with program committee
to recruit presenters and plan workshops along with evaluating
effectiveness related to student achievement. |
|
|
| Number
of presenters recruited by program committee: |
Number of workshop participants that indicated
they would like a follow-up program: |
| Number
who answered yes to the question – will this class help
you increase student achievement in your classroom? |
Number who answered no to the question
– will this class will help you increase student
achievement in your classroom? |
Number who answered undecided to the
question – will this class help you increase student achievement
in your classroom? |
|
|
| Reasons
given for the above answers: |
| YES
Reasons |
No Reasons
|
Undecided Reasons
|
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Standard:
Professional Development – supports and
encourages greater teacher effectiveness that can lead to improved
student learning
|
|
Standard:
Program – collaborate with school districts and
other organizations and agencies to enhance the range of program
opportunities
|
|
Standard:
Evaluation
– use individual program evaluation to assist in the development
of new activities and refine continuing programs
-
employ a variety of evaluation strategies to assess the impact of
the Center’s activities and programs
- include both quantitative and qualitative data in
evaluation design
- examine the impact of programs on teacher
effectiveness and student learning
|
| |
|
|
|
Goal #7
| Teacher Center director, staff, and policy board
members will work together to strengthen the role of the
ambassadors at each school by using a checklist along with other
strategies. |
|
|
| Number
who responded to TC inquiries: |
|
Standard:
Program – collaborate with school districts and
other organizations and agencies to enhance the range of program
opportunities
|
| Standard:
Management – employ a variety of communication
strategies to ensure the full participation of constituents
|
Goal #8
| Teacher Center program committee and policy board
will annually review the qualitative and the quantitative data
that has been gathered. |
|
|
| Done
(Date): |
Not Done: |
| Standard:
Evaluation – include both quantitative and
qualitative data in evaluation design
- examine the
impact of programs on teacher effectiveness and student learning
|
May 2001