Part 4: Analysis of Instructional and Organizational Effectiveness

Introduction

In this section of our school improvement plan, we provide an overview of the analysis of our instructional and organizational effectiveness. The primary objective of this analysis was to determine the extent to which our instructional practices and organizational conditions affect the desired results of our goals for student learning which are to become a Knowledgeable Learner and a Critical Thinker.

An analysis of our stakeholders from the results of the National Study of School Evaluation (NSSE) Opinion Survey shows that 77.1% of parents feel that the school provides access to a variety of resources to help in learning. The majority of teachers (97%) agreed that a variety of teaching strategies are employed to enhance classroom management and instructional effectiveness. Students' opinions show that 73.5% of students agreed with parents concerning access to a variety of resources available for learning. Among community stakeholders, 70% agreed that students are receiving adequate instruction in basic skills. Twenty-two percent of community stakeholders indicated that they were unfamiliar with what the school curriculum covers.

To identify the strengths and weaknesses of the instructional program at Kendrick High School, we asked faculty members to randomly observe classes. During the first three weeks of this school year, all teachers were given a survey form on which they were to record the instructional activities observed in at least twenty classrooms during the beginning, middle, and end of the class periods and record the instructional activity occurring at that particular time. A total of 709 observations were made in order to analyze classroom instructional techniques. The results of the survey indicate that our instructional program does, in fact, employ a variety of instructional strategies throughout the ninety minute class period. A copy of the survey is attached.