Self-assessment
What makes a good meeting good?
11/05/11 08:35
Meetings are an important tool you can use to
achieve your mission. I’ve participated in
good meetings. If you want to participate in good
meetings more often, answer this question: What makes
a good meeting good? Good meetings are on
TARGET
in terms of:
4: Strongly Agree • 3: Agree • 2: Disagree • 1: Strongly Disagree
Team purpose
___ Our team’s purpose is documented.
___ Our team’s purpose targets mission achievement.
___ Our team’s purpose is understood by each team member.
___ Our team’s purpose statement is user-friendly.
___ Our team’s purpose is used as the filter for what gets on the agenda.
Assessment
___ We assess completion of assigned tasks.
___ We assess meeting effectiveness in terms of team purpose.
___ We assess meeting effectiveness in terms of achievement of targeted results.
___ We assess meeting effectiveness in terms of abiding by meeting guidelines.
___ We use assessment at each meeting.
___ Each team member is involved in assessment.
Results
___ We identify results for a given meeting before the meeting.
___ We use the SMART goal format to list our targeted meetings results on our agenda.
___ Our targeted meeting results target mission achievement.
___ We achieve our targeted results at each meeting.
Guidelines
___ We developed our meeting guidelines collaboratively.
___ Our guidelines define our desired team dynamics.
___ Our guidelines support the achievement of our team purpose and our mission.
___ Each team member abides by the guidelines.
Effective facilitation
___ The facilitation focuses our team on achieving the team purpose
___ The facilitation focuses our team on achieving the targeted results.
Types of meetings
___ Our team members understand that there are different types of meetings.
___ We use a schedule of different types of meetings to address tactics, strategy, and vision.
Now, ask yourself 4 questions about the data:
- Team purpose
- Assessment
- Results
- Guidelines
- Effective facilitation
- Types of meetings.
4: Strongly Agree • 3: Agree • 2: Disagree • 1: Strongly Disagree
Team purpose
___ Our team’s purpose is documented.
___ Our team’s purpose targets mission achievement.
___ Our team’s purpose is understood by each team member.
___ Our team’s purpose statement is user-friendly.
___ Our team’s purpose is used as the filter for what gets on the agenda.
Assessment
___ We assess completion of assigned tasks.
___ We assess meeting effectiveness in terms of team purpose.
___ We assess meeting effectiveness in terms of achievement of targeted results.
___ We assess meeting effectiveness in terms of abiding by meeting guidelines.
___ We use assessment at each meeting.
___ Each team member is involved in assessment.
Results
___ We identify results for a given meeting before the meeting.
___ We use the SMART goal format to list our targeted meetings results on our agenda.
___ Our targeted meeting results target mission achievement.
___ We achieve our targeted results at each meeting.
Guidelines
___ We developed our meeting guidelines collaboratively.
___ Our guidelines define our desired team dynamics.
___ Our guidelines support the achievement of our team purpose and our mission.
___ Each team member abides by the guidelines.
Effective facilitation
___ The facilitation focuses our team on achieving the team purpose
___ The facilitation focuses our team on achieving the targeted results.
Types of meetings
___ Our team members understand that there are different types of meetings.
___ We use a schedule of different types of meetings to address tactics, strategy, and vision.
Now, ask yourself 4 questions about the data:
- How many 4s, 3s, 2s, and 1s do I have?
- What satisfies/frustrates me about the data?
- To improve your meetings, which 1-2 of the 6 TARGET areas could you address?
- What will I do?
How can you manage yourself more effectively?
14/04/11 08:50
By focusing, working smart, and pursuing
excellence. To get an idea of how you can
manage yourself more effectively, take the following
assessment (download). Write the number in
the blank that comes closest to representing how
true a given statement is for you right now. Use
the following scale:
4: Consistently • 3: Usually • 2: Sort of • 1: Rarely
Focus
___ I focus on joining God in what he is already doing.
___ I focus on doing right things, before I focus on doing things right.
___ I focus on my God-given mission.
___ I have defined my mission in terms of SMART goals.
___ I understand how my mission, goals, and daily activities are connected.
Work smart
___ I ask God for help.
___ I think big. For example, I ask myself questions like “What 3 dreams do I want to realize?”
___ I think clearly.
___ I think outside the box.
___ I document my goals.
___ I determine the actions steps I will take to achieve my goals.
___ I take SMART action.
___ I schedule my action steps.
___ I schedule my big goals first.
___ I plan backwards.
___ I track my progress on my goals.
___ I reflect on my goals.
___ I find better ways to achieve my goals.
Pursue excellence
___ I pursue my goals.
___ Before I start working on my goals, I get the resources I need.
___ I get the support, encouragement, and accountability I need to achieve my goals.
___ I pay attention to my goals (because I know that what I pay attention to gets done).
___ I target my strengths.
___ I eliminate my frustrations.
Now, ask yourself 5 questions about the data:
4: Consistently • 3: Usually • 2: Sort of • 1: Rarely
Focus
___ I focus on joining God in what he is already doing.
___ I focus on doing right things, before I focus on doing things right.
___ I focus on my God-given mission.
___ I have defined my mission in terms of SMART goals.
___ I understand how my mission, goals, and daily activities are connected.
Work smart
___ I ask God for help.
___ I think big. For example, I ask myself questions like “What 3 dreams do I want to realize?”
___ I think clearly.
___ I think outside the box.
___ I document my goals.
___ I determine the actions steps I will take to achieve my goals.
___ I take SMART action.
___ I schedule my action steps.
___ I schedule my big goals first.
___ I plan backwards.
___ I track my progress on my goals.
___ I reflect on my goals.
___ I find better ways to achieve my goals.
Pursue excellence
___ I pursue my goals.
___ Before I start working on my goals, I get the resources I need.
___ I get the support, encouragement, and accountability I need to achieve my goals.
___ I pay attention to my goals (because I know that what I pay attention to gets done).
___ I target my strengths.
___ I eliminate my frustrations.
Now, ask yourself 5 questions about the data:
- How many 4s, 3s, 2s, and 1s do I have?
- What excites/concerns me about the data?
- What helps me increase my self-management?
- What hinders me from increasing my self-management?
- What will I do?
To enhance your organization's improvement system, take this self-assessment
17/05/10 22:28
You want improve your organization’s
improvement system. You want to target
things like stakeholder involvement, staff focus, and
staff accountability. And you want to start by
analyzing what’s currently going on.
Question: What can you do?
Answer: You can take the following self-assessment (customized for a school). Rate each item, using the following scale:
4: Strongly agree • 3: Agree • 2: Disagree • 1: Strongly disagree
Stakeholder involvement
___ Students support the improvement plans.
___ Parents support the improvement plans.
___ Staff support the improvement plans.
___ Leaders support the improvement plans.
___ Students are involved in implementing the improvement plans.
___ Parents are involved in implementing the improvement plans.
___ Staff are involved in implementing the improvement plans.
___ Leaders are involved in implementing the improvement plans.
___ Stakeholders support and are involved in implementing the improvement plans.
Staff focus
___ Staff talk about organizational improvement.
___ Staff make proposals regarding organizational improvement.
___ Staff work on organizational improvement.
___ Staff hold each other accountable for organizational improvement.
___ Staff are disappointed when improvement goals are not reached.
___ Staff focus on organizational improvement.
Mission-driven improvement
___ Our improvement plans are documented.
___ Our improvement plans target mission achievement.
___ Our improvement plans drive organizational improvement.
___ Our organization’s improvement is driven by documented plans that target mission achievement.
Improvement plans guide work
___ Staff understand the improvement plans.
___ Staff know which improvement plans they are to implement.
___ Staff can explain their role in a given improvement plan.
___ Staff implement the improvement plans.
___ Improvement plans guide staff work.
Staff accountability
___ Leaders hold staff accountable to implement the improvement plans.
___ Staff hold each other accountable to implement the improvement plans.
___ Staff hold themselves accountable to implement the improvement plans.
___ Staff are held accountable to implement the improvement plans.
Now, ask yourself 5 questions about the data:
Question: What can you do?
Answer: You can take the following self-assessment (customized for a school). Rate each item, using the following scale:
4: Strongly agree • 3: Agree • 2: Disagree • 1: Strongly disagree
Stakeholder involvement
___ Students support the improvement plans.
___ Parents support the improvement plans.
___ Staff support the improvement plans.
___ Leaders support the improvement plans.
___ Students are involved in implementing the improvement plans.
___ Parents are involved in implementing the improvement plans.
___ Staff are involved in implementing the improvement plans.
___ Leaders are involved in implementing the improvement plans.
___ Stakeholders support and are involved in implementing the improvement plans.
Staff focus
___ Staff talk about organizational improvement.
___ Staff make proposals regarding organizational improvement.
___ Staff work on organizational improvement.
___ Staff hold each other accountable for organizational improvement.
___ Staff are disappointed when improvement goals are not reached.
___ Staff focus on organizational improvement.
Mission-driven improvement
___ Our improvement plans are documented.
___ Our improvement plans target mission achievement.
___ Our improvement plans drive organizational improvement.
___ Our organization’s improvement is driven by documented plans that target mission achievement.
Improvement plans guide work
___ Staff understand the improvement plans.
___ Staff know which improvement plans they are to implement.
___ Staff can explain their role in a given improvement plan.
___ Staff implement the improvement plans.
___ Improvement plans guide staff work.
Staff accountability
___ Leaders hold staff accountable to implement the improvement plans.
___ Staff hold each other accountable to implement the improvement plans.
___ Staff hold themselves accountable to implement the improvement plans.
___ Staff are held accountable to implement the improvement plans.
Now, ask yourself 5 questions about the data:
- How many 4s, 3s, 2s, and 1s do I have?
- What satisfies/concerns me about the data?
- In terms of enhancing organizational improvement, how would I prioritize the 5 areas?
- What might happen if I addressed the top priority area?
- What will I do?
How focused are you on your God-given mission?
15/04/10 21:04
How focused are you on your God-given
mission? To find out, take the following
self-assessment (download). Rate each item in
terms of how it describes you and your
situation. Use the following scale:
4: Definitely • 3: Usually • 2: Sometimes • 1: Rarely
___ I’m comfortable reciting the mission verbatim in casual conversation.
___ Each day I talk with others about the mission.
___ I tell stories about the mission being implemented.
___ I provide opportunities for others to tell stories about the mission being implemented.
___ I know what it takes to achieve the mission.
___ I can readily explain how each of my daily activities contributes to achieving the mission.
___ I help others understand how they contribute to achieving the mission.
___ I know the current level of mission achievement.
___ I measure the achievement of my mission.
___ I use a scorecard to to measure the achievement of my mission?
___ I use meetings to celebrate progress on achieving the mission.
___ I focus on closing the gap between current and targeted levels of mission achievement.
___ I get the training I need to carry out the mission.
___ I provide others with the training they need to carry out the mission.
___ When making proposals, I explain how the proposal targets mission achievement.
___ When others make proposals, I ask, “How will this help us achieve the mission?”
___ To increase my focus on my mission, I know what I need to keep doing, start doing, stop doing.
___ I’m focused on achieving the mission.
Now, ask yourself 5 questions about the data:
Increase your focus on your God-given mission. Today.
Resources:
4: Definitely • 3: Usually • 2: Sometimes • 1: Rarely
___ I’m comfortable reciting the mission verbatim in casual conversation.
___ Each day I talk with others about the mission.
___ I tell stories about the mission being implemented.
___ I provide opportunities for others to tell stories about the mission being implemented.
___ I know what it takes to achieve the mission.
___ I can readily explain how each of my daily activities contributes to achieving the mission.
___ I help others understand how they contribute to achieving the mission.
___ I know the current level of mission achievement.
___ I measure the achievement of my mission.
___ I use a scorecard to to measure the achievement of my mission?
___ I use meetings to celebrate progress on achieving the mission.
___ I focus on closing the gap between current and targeted levels of mission achievement.
___ I get the training I need to carry out the mission.
___ I provide others with the training they need to carry out the mission.
___ When making proposals, I explain how the proposal targets mission achievement.
___ When others make proposals, I ask, “How will this help us achieve the mission?”
___ To increase my focus on my mission, I know what I need to keep doing, start doing, stop doing.
___ I’m focused on achieving the mission.
Now, ask yourself 5 questions about the data:
- How many 4s, 3s, 2s, and 1s do I have?
- What’s satisfying/unsatisfying about the data?
- What helps me increase my focus on my God-given mission?
- What hinders me?
- What will I do?
Increase your focus on your God-given mission. Today.
Resources:
- Video
- Tutorial: To learn more about achieving your mission, explore these 4 questions
- Know where you are and where you want to go
- Want to achieve your goals?
To get started with targeting Biblical perspective, take this self-assessment
04/08/09 08:29
You want your students to understand and
apply a Biblical perspective—to connect what
they study, the Bible, and their lives. So, you want
to target Biblical perspective.
Question: How can you get started?
Answer: By taking the following self-assessment. Rate each item, using the following scale:
4: Strongly agree • 3: Agree • 2: Disagree • 1: Strongly disagree
___ I understand what happens in Christ-centered education.
___ My students love Jesus and live for Him.
___ I understand the mission of Christian education.
___ I understand what constitutes success in Christian education
___ I can clearly explain to a colleague what “application of a Biblical perspective to course content” means and doesn’t mean?
___ I can clearly explain to a colleague what role connections play in Christian education.
___ I have documented what Biblical teaching connects to what my students are studying.
___ I have documented the Biblical principles I want my students to understand and apply.
___ I am taking action to eliminate what hinders me from helping my students increase application of a Biblical perspective.
___ I am taking action to increasingly target Biblical perspective.
Now, ask yourself 4 questions about the data:
Resources:
Question: How can you get started?
Answer: By taking the following self-assessment. Rate each item, using the following scale:
4: Strongly agree • 3: Agree • 2: Disagree • 1: Strongly disagree
___ I understand what happens in Christ-centered education.
___ My students love Jesus and live for Him.
___ I understand the mission of Christian education.
___ I understand what constitutes success in Christian education
___ I can clearly explain to a colleague what “application of a Biblical perspective to course content” means and doesn’t mean?
___ I can clearly explain to a colleague what role connections play in Christian education.
___ I have documented what Biblical teaching connects to what my students are studying.
___ I have documented the Biblical principles I want my students to understand and apply.
___ I am taking action to eliminate what hinders me from helping my students increase application of a Biblical perspective.
___ I am taking action to increasingly target Biblical perspective.
Now, ask yourself 4 questions about the data:
- How many 4s, 3s, 2s, and 1s do I have?
- What excites/concerns me about the data?
- Which items would it be helpful to learn more about?
- What will I do?
Resources:
- Videos
- To learn more about targeting Biblical perspective, explore these 12 questions
- Testimonials
- Tutorials
How's your relationship with God?
29/07/09 14:28
You’re a Christian serving in a
school. In response to Christ’s love and as
the foundation for your ministry at school, you want
to have a growing relationship with God.
Question: How’s your relationship with God?
To find out, take the following self-assessment. Rate each item, using the following scale:
4: Strongly agree • 3: Agree • 2: Disagree • 1: Strongly disagree
___ I understand the Bible, God’s Word, and allow it to guide my life (2 Tim. 3:16).
___ I love for God and others (Matt. 22.37-39).
___ I bear the fruit of the Spirit (Gal. 5.22-23).
___ I practice spiritual disciplines (for example, meditation, prayer, fasting, Bible study, service, confession, and worship).
___ I participate in Christ’s Body, the Church (1 Cor. 12.7, 12.12-13; Heb. 10.25).
___ I make disciples (Matt. 28.18-20).
___ I care for God’s creation (Gen. 1.28).
___ My relationship with God is growing.
Now, ask yourself 4 questions about the data:
Take action. Make sure you relationship with God is growing. Today.
* To further explore how you can continue pursue a growing relationship with God, click here.
Question: How’s your relationship with God?
To find out, take the following self-assessment. Rate each item, using the following scale:
4: Strongly agree • 3: Agree • 2: Disagree • 1: Strongly disagree
___ I understand the Bible, God’s Word, and allow it to guide my life (2 Tim. 3:16).
___ I love for God and others (Matt. 22.37-39).
___ I bear the fruit of the Spirit (Gal. 5.22-23).
___ I practice spiritual disciplines (for example, meditation, prayer, fasting, Bible study, service, confession, and worship).
___ I participate in Christ’s Body, the Church (1 Cor. 12.7, 12.12-13; Heb. 10.25).
___ I make disciples (Matt. 28.18-20).
___ I care for God’s creation (Gen. 1.28).
___ My relationship with God is growing.
Now, ask yourself 4 questions about the data:
- How many 4s, 3s, 2s, and 1s do I have?
- How do I feel about the data?
- What helps me have a growing relationship with God? What hinders me?
- Which item will I start with?
Take action. Make sure you relationship with God is growing. Today.
* To further explore how you can continue pursue a growing relationship with God, click here.
To learn more about using questions, explore these 11 questions
28/07/09 09:46
You want your students to connect what they
study, the Bible, and their lives. You’ve
heard that asking questions is an effective
way to help students make connections. So,
you want to learn more. Good.
Question: How can you learn more about using questions?
Answer: By exploring the following list of 11 questions. The list comes with readings and discussion guides:
Additional resources:
Question: How can you learn more about using questions?
Answer: By exploring the following list of 11 questions. The list comes with readings and discussion guides:
- Why use questions? (Read, Discuss)
- Why does God ask questions? (Read, Discuss)
- How valuable are questions? (Read, Discuss)
- What does using questions look like? (Read)
- What questions should your students respond to? (Read, Discuss)
- What questions should your students ask? (Read, Discuss)
- What makes a good question good? (Read, Discuss)
- What question do you want to ask your students? (Read, Discuss)
- What do you want your students to learn (when you ask a question)? (Read, Discuss)
- How can you get your students to sincerely respond to questions? (Read, Discuss)
- How can you use your questions effectively? (Read, Discuss)
Additional resources:
- Video: Why ask questions?
- Self-assessment: To get started with using questions, take a self-assessment
- Tutorial: Use questions to help students understand and apply a Biblical perspective
- 99 questions
- Ask questions—help your students increase their understanding and application of a Biblical perspective
- Teacher and student testimonials regarding how using questions helps
- Ask your students questions about creation-fall-redemption-restoration
To better meet your students' learning needs, take this self-assessment
28/07/09 08:36
You want your students to increase their
understanding and application of a Biblical
perspective. You know that 1 way to do this
is by meeting your students’ learning needs.
Question: How can you get started?
Answer: By taking the following self-assessment. Rate each item, using the following scale:
4: Strongly agree • 3: Agree • 2: Disagree • 1: Strongly disagree
___ I know what learning needs are. (Read)
___ I use an effective process for addressing my students’ learning needs. (Watch, Read, Discuss)
___ My students understand the importance of Biblical perspective. (Read, Discuss)
___ My students understand that a Biblical perspective can be applied to course content. (Read, Discuss)
___ My students know what applying a Biblical perspective looks like. (Read, Discuss)
___ My students can explain how I teach from a Biblical perspective. (Read, Discuss)
___ My students understand the vocabulary words necessary for understanding and applying a Biblical perspective. (Read, Discuss)
___ My students experience engaging instructional strategies. (Read, Discuss 1, Discuss 2)
___ My students have opportunities to think through answers for themselves. (Read, Discuss)
___ My students have time in class to reflect. (Read, Discuss)
___ My assessments require my students to connect a Biblical perspective with their lives. (Read)
___ My students get regular practice in applying a Biblical perspective to what they study. (Read, Discuss)
___ To help my students increase their understanding and application of a Biblical perspective, I meet their learning needs.
___ I want to learn more about meeting my students’ learning needs.
___ I am committed to helping my students increase their understanding and application of a Biblical perspective.
Now, ask yourself 4 questions about the data:
Additional resources:
Question: How can you get started?
Answer: By taking the following self-assessment. Rate each item, using the following scale:
4: Strongly agree • 3: Agree • 2: Disagree • 1: Strongly disagree
___ I know what learning needs are. (Read)
___ I use an effective process for addressing my students’ learning needs. (Watch, Read, Discuss)
___ My students understand the importance of Biblical perspective. (Read, Discuss)
___ My students understand that a Biblical perspective can be applied to course content. (Read, Discuss)
___ My students know what applying a Biblical perspective looks like. (Read, Discuss)
___ My students can explain how I teach from a Biblical perspective. (Read, Discuss)
___ My students understand the vocabulary words necessary for understanding and applying a Biblical perspective. (Read, Discuss)
___ My students experience engaging instructional strategies. (Read, Discuss 1, Discuss 2)
___ My students have opportunities to think through answers for themselves. (Read, Discuss)
___ My students have time in class to reflect. (Read, Discuss)
___ My assessments require my students to connect a Biblical perspective with their lives. (Read)
___ My students get regular practice in applying a Biblical perspective to what they study. (Read, Discuss)
___ To help my students increase their understanding and application of a Biblical perspective, I meet their learning needs.
___ I want to learn more about meeting my students’ learning needs.
___ I am committed to helping my students increase their understanding and application of a Biblical perspective.
Now, ask yourself 4 questions about the data:
- How many 4s, 3s, 2s, and 1s do I have?
- What excites/frutrates me about the data?
- Which items do I want to learn more about?
- What will I do?
Additional resources:
- Tutorial: Meet your students’ learning needs
- Use the IDEAL process to help your students internalize a Biblical perspective
- Action plan bank for meeting student learning needs
- To meet your students' learning needs, explore 12 questions
To get started with using questions, take this self-assessment
28/07/09 08:24
You want your students to connect what they
study, the Bible, and their lives. You’ve
heard that asking questions is an effective
way to help students make connections. And
you want to use questions to help your students.
Question: How can you get started?
Answer: By taking the following self-assessment. Rate each item, using the following scale:
4: Strongly agree • 3: Agree • 2: Disagree • 1: Strongly disagree
___ I want my students to connect what they study, the Bible, and their lives. (Watch)
___ My students connect what they study, the Bible, and their lives. (Read)
___ I understand how using questions can help my students connect what they study, the Bible, and their lives. (Read)
___ I understand why God asks questions. (Read, Discuss)
___ My students would say that I value asking them questions. (Read, Discuss)
___ I can give a colleague a clear description of what using questions looks like. (Read)
___ I know what questions I want my students to respond to. (Read, Discuss)
___ When faced with an issue, my students know what questions to ask. (Read, Discuss)
___ I can identify and explain 6 characteristics of a good question. (Read, Discuss)
___ I ask good questions. (Read, Discuss)
___ I ask my students questions about creation-fall-redemption-restoration. (Read, Watch)
___ I have documented the questions I want to ask my students. (Read, Discuss)
___ I know what I want my students to learn when I ask a question. (Read, Discuss)
___ My students sincerely respond to the questions I ask. (Read, Discuss)
___ I use questions effectively. (Read, Discuss)
___ I ask questions to help my students connect what they study, the Bible, and their lives.
___ I want to learn more about using questions to help my students make connections.
___ I am committed to helping my students connect what they study, the Bible, and their lives.
Now, ask yourself 4 questions about the data:
Question: How can you get started?
Answer: By taking the following self-assessment. Rate each item, using the following scale:
4: Strongly agree • 3: Agree • 2: Disagree • 1: Strongly disagree
___ I want my students to connect what they study, the Bible, and their lives. (Watch)
___ My students connect what they study, the Bible, and their lives. (Read)
___ I understand how using questions can help my students connect what they study, the Bible, and their lives. (Read)
___ I understand why God asks questions. (Read, Discuss)
___ My students would say that I value asking them questions. (Read, Discuss)
___ I can give a colleague a clear description of what using questions looks like. (Read)
___ I know what questions I want my students to respond to. (Read, Discuss)
___ When faced with an issue, my students know what questions to ask. (Read, Discuss)
___ I can identify and explain 6 characteristics of a good question. (Read, Discuss)
___ I ask good questions. (Read, Discuss)
___ I ask my students questions about creation-fall-redemption-restoration. (Read, Watch)
___ I have documented the questions I want to ask my students. (Read, Discuss)
___ I know what I want my students to learn when I ask a question. (Read, Discuss)
___ My students sincerely respond to the questions I ask. (Read, Discuss)
___ I use questions effectively. (Read, Discuss)
___ I ask questions to help my students connect what they study, the Bible, and their lives.
___ I want to learn more about using questions to help my students make connections.
___ I am committed to helping my students connect what they study, the Bible, and their lives.
Now, ask yourself 4 questions about the data:
- How many 4s, 3s, 2s, and 1s do I have?
- What satisfies/concerns me about the data?
- Which items would it be helpful to learn more about?
- What will I do?
- Video: Why ask questions?
- Tutorial: Use questions to help students understand and apply a Biblical perspective
- 99 questions
- Ask questions—help your students increase their understanding and application of a Biblical perspective
- Teacher and student testimonials regarding how using questions helps
- To learn more about using questions, explore these 11 questions
To get started with using assessment, take this self-assessment
27/07/09 23:29
You want your students to apply a Biblical
perspective to what they study. You’ve heard
that assessment can help. So, you want to use
assessment.
Question: How can you get started?
Answer: By taking the following self-assessment. Rate each item, using the following scale:
4: Strongly agree • 3: Agree • 2: Disagree • 1: Strongly disagree
___ I understand how assessment impacts student application of a Biblical perspective.
___ I know what type of assessment to use to help my students apply a Biblical perspective.
___ I know what makes a good assessment good.
___ The assessments I give my students are good.
___ I work to make my assessments even better.
___ My students proficiently apply a Biblical perspective to what they study.
___ My students apply creation-fall-redemption-restoration to what they study.
___ My students get sufficient practice in applying a Biblical perspective to what they study.
___ The rubrics I use to score my assessments are good.
___ I use my rubrics effectively.
___ I use my assessment data to modify instruction.
___ I use assessment to help my students apply a Biblical perspective.
___ I have a clear vision for using assessment to help my students apply a Biblical perspective.
___ I want to learn more about using assessment to help my students apply a Biblical perspective.
___ I am committed to helping my students apply a Biblical perspective to what they study.
Now, ask yourself 4 questions about the data:
Additional resources:
Question: How can you get started?
Answer: By taking the following self-assessment. Rate each item, using the following scale:
4: Strongly agree • 3: Agree • 2: Disagree • 1: Strongly disagree
___ I understand how assessment impacts student application of a Biblical perspective.
___ I know what type of assessment to use to help my students apply a Biblical perspective.
___ I know what makes a good assessment good.
___ The assessments I give my students are good.
___ I work to make my assessments even better.
___ My students proficiently apply a Biblical perspective to what they study.
___ My students apply creation-fall-redemption-restoration to what they study.
___ My students get sufficient practice in applying a Biblical perspective to what they study.
___ The rubrics I use to score my assessments are good.
___ I use my rubrics effectively.
___ I use my assessment data to modify instruction.
___ I use assessment to help my students apply a Biblical perspective.
___ I have a clear vision for using assessment to help my students apply a Biblical perspective.
___ I want to learn more about using assessment to help my students apply a Biblical perspective.
___ I am committed to helping my students apply a Biblical perspective to what they study.
Now, ask yourself 4 questions about the data:
- How many 4s, 3s, 2s, and 1s do I have?
- What satisfies/concerns me about the data?
- Which items would it be helpful to learn more about?
- What will I do?
Additional resources:
- Videos: Teach and assess Biblical perspective, Biblical perspective assessment helps, Assessment helps students value and get proficient at Biblical perspective,
- Teacher testimonials regarding using assessment
- Tutorial: Use assessment to help students understand and apply a Biblical perspective
- Use assessment
- To learn more about using assessment, explore these 12 questions
How can your teachers help your students make connections?
03/07/09 07:12
To get an idea of how your teachers can more
effectively help students what they study and what
the Bible teaches, complete the following assessment
(download).
Next, use your assessment data to develop action
plans. For each statement below, circle the
appropriate rating. Use the following scale:
4: Consistently • 3: Usually • 2: Sometimes • 1: Rarely
Worldview: To help students connect what they study and what the Bible teaches, my teachers…
___ Articulate Biblical answers to the big questions of life.
___ Explain the creation-fall-redemption-fulfillment/restoration framework.
___ Articulate a Christ-centered philosophy of education.
___ Articulate the implications of a Christ-centered philosophy of education.
___ Articulate that the target is students understanding and then applying a Biblical perspective to the course content and skills, and ultimately to their lives.
___ Articulate what student understanding and application of a Biblical perspective is/is not.
Department level: To help students connect what they study and what the Bible teaches, my teachers…
___ Develop, document, and explain a Biblical perspective of their academic discipline(s).
___ Develop, document, and explain content and skill standards/benchmarks.
___ Articulate a Biblical perspective of the content and skills they teach.
___ Develop, document, and explain enduring Biblical perspective understandings.
Unit level: To help students connect what they study and what the Bible teaches, my teachers…
___ Design and ask effective essential questions.
___ Document and teach students Biblical content.
___ Document and teach students skills.
___ Design and give a variety of quality formative and summative authentic assessments.
___ Use rubrics to clarify expectations, assess student learning, and provide feedback.
___ Give students specific, timely feedback.
___ Use assessment data to modify instruction.
Lesson level: To help students connect what they study and what the Bible teaches, my teachers…
___ Use effective lesson plan models.
___ Use effective instructional strategies.
___ Identify and meet student learning needs.
Collaboration: To help students connect what they study and what the Bible teaches, my teachers…
___ Participate in professional learning communities that set student learning goals.
___ Participate in professional learning communities that provide support, encouragement, and accountability for achieving student learning goals through mentoring, coaching, and group interaction.
___ Contribute to a bank of quality instructional materials.
___ Lead Biblical perspective workshops for other teachers.
Now, ask yourself 5 questions about the data:
* This self-assessment is based on a set of Biblical perspective teacher training standards.
4: Consistently • 3: Usually • 2: Sometimes • 1: Rarely
Worldview: To help students connect what they study and what the Bible teaches, my teachers…
___ Articulate Biblical answers to the big questions of life.
___ Explain the creation-fall-redemption-fulfillment/restoration framework.
___ Articulate a Christ-centered philosophy of education.
___ Articulate the implications of a Christ-centered philosophy of education.
___ Articulate that the target is students understanding and then applying a Biblical perspective to the course content and skills, and ultimately to their lives.
___ Articulate what student understanding and application of a Biblical perspective is/is not.
Department level: To help students connect what they study and what the Bible teaches, my teachers…
___ Develop, document, and explain a Biblical perspective of their academic discipline(s).
___ Develop, document, and explain content and skill standards/benchmarks.
___ Articulate a Biblical perspective of the content and skills they teach.
___ Develop, document, and explain enduring Biblical perspective understandings.
Unit level: To help students connect what they study and what the Bible teaches, my teachers…
___ Design and ask effective essential questions.
___ Document and teach students Biblical content.
___ Document and teach students skills.
___ Design and give a variety of quality formative and summative authentic assessments.
___ Use rubrics to clarify expectations, assess student learning, and provide feedback.
___ Give students specific, timely feedback.
___ Use assessment data to modify instruction.
Lesson level: To help students connect what they study and what the Bible teaches, my teachers…
___ Use effective lesson plan models.
___ Use effective instructional strategies.
___ Identify and meet student learning needs.
Collaboration: To help students connect what they study and what the Bible teaches, my teachers…
___ Participate in professional learning communities that set student learning goals.
___ Participate in professional learning communities that provide support, encouragement, and accountability for achieving student learning goals through mentoring, coaching, and group interaction.
___ Contribute to a bank of quality instructional materials.
___ Lead Biblical perspective workshops for other teachers.
Now, ask yourself 5 questions about the data:
- How many 4s, 3s, 2s, and 1s do I have?
- What’s encouraging/discouraging about the data?
- In terms of helping teachers help students make connections, how would I prioritize the 5 areas?
- What can I do to address the area I ranked #1?
- What will I do?
* This self-assessment is based on a set of Biblical perspective teacher training standards.
What are your organization's professional development needs?
24/06/09 08:45
To close the gap between the words of your
mission statement and the reality of your current
situation, do 4 things: focus
on your mission, empower others, work
smart, and pursue excellence.
To what extent do staff in your organization do these 4 things? To find out, take the following self-assessment (download). Rate each item in terms of how well it describes what your staff do. Use the following scale:
4: Definitely • 3: Usually • 2: Sort of • 1: Rarely
Focus on mission
___ We comfortably recite the mission verbatim in casual conversation.
___ We know what it takes to achieve our mission.
___ We can readily explain how each of our daily activities contributes to achieving the mission.
___ We know the current level of mission achievement.
___ We focus on closing the gap between current and targeted levels of mission achievement.
___ We focus on our God-given mission (instead of other good things).
Empower others
___ We listen (instead of talking).
___ We inquire (instead of giving advice).
___ We lead by asking questions.
___ We focus others on taking SMART actions (instead of letting others take undefined actions).
___ We encourage (instead of criticizing).
___ We empower others to solve their own problems (instead of solving their problems).
Work smart
___ We focus on doing right things, before focusing on doing things right.
___ We document our goals.
___ We reflect on our goals.
___ We determine the action steps we need to take to achieve our goals.
___ We schedule time for our big goals first, then schedule time for small goals (like email).
___ We track progress on our goals.
___ We focus on working smarter (not harder).
Pursue excellence
___ We are aware of best practices that help us carry our mission, strategic plan, and specific job assignments.
___ We have documented our best practices.
___ Our professional development program reflect best practice.
___ Our improvement system reflects best practice.
___ Our meetings reflect best practice.
___ We use best practice to care for staff.
___ We use best practice.
___ We pursue excellence.
Now, ask yourself 5 questions about the data:
*Need professional development resources? Close the Gap Now offers live training (coach and productivity) and free tutorials/tools:
To what extent do staff in your organization do these 4 things? To find out, take the following self-assessment (download). Rate each item in terms of how well it describes what your staff do. Use the following scale:
4: Definitely • 3: Usually • 2: Sort of • 1: Rarely
Focus on mission
___ We comfortably recite the mission verbatim in casual conversation.
___ We know what it takes to achieve our mission.
___ We can readily explain how each of our daily activities contributes to achieving the mission.
___ We know the current level of mission achievement.
___ We focus on closing the gap between current and targeted levels of mission achievement.
___ We focus on our God-given mission (instead of other good things).
Empower others
___ We listen (instead of talking).
___ We inquire (instead of giving advice).
___ We lead by asking questions.
___ We focus others on taking SMART actions (instead of letting others take undefined actions).
___ We encourage (instead of criticizing).
___ We empower others to solve their own problems (instead of solving their problems).
Work smart
___ We focus on doing right things, before focusing on doing things right.
___ We document our goals.
___ We reflect on our goals.
___ We determine the action steps we need to take to achieve our goals.
___ We schedule time for our big goals first, then schedule time for small goals (like email).
___ We track progress on our goals.
___ We focus on working smarter (not harder).
Pursue excellence
___ We are aware of best practices that help us carry our mission, strategic plan, and specific job assignments.
___ We have documented our best practices.
___ Our professional development program reflect best practice.
___ Our improvement system reflects best practice.
___ Our meetings reflect best practice.
___ We use best practice to care for staff.
___ We use best practice.
___ We pursue excellence.
Now, ask yourself 5 questions about the data:
- How many 4s, 3s, 2s, and 1s do I have?
- What satisfies/concerns me about the data?
- In terms of providing professional development, how would I prioritize the 4 areas?
- What might happen if the professional development needs in the top area were met?
- What will I do?
*Need professional development resources? Close the Gap Now offers live training (coach and productivity) and free tutorials/tools:
- How focused are you on your God-given mission?
- Explore getting coaching
- How can you empower others more effectively?
- Empower others to strategically pursue God’s calling
- Lead by asking questions
- Develop a coaching culture
- How can you manage yourself more effectively?
- Energize, focus, and unleash your staff
- Enhance your organization’s improvement system
- How can you enhance your organization’s professional development program?
- What makes a good meeting good?
Energize, focus, and unleash Christian school staff
19/06/09 08:15
As an administrator at an international Christian school, you know that staff play a vital role in carrying out the mission. Because your care about your staff, want to be good a steward of the staff God has provided, and want your school to carry out its God-given mission, you ask yourself, “How can we energize, focus, and unleash staff both personally and professionally?”
To find out, take the following self-assessment. Rate each item in terms of how well it describes how you energize, focus, and unleash staff. Use the following scale:
4: Definitely • 3: Usually • 2: Sort of • 1: Rarely
Personal life:
___ 1. We have daily staff devotions.
___ 2. We have fun together throughout the year (for example, wedding and baby showers, meals, outings).
___ 3. We provide specials (for example, pottery classes and access to fitness equipment).
___ 4. We provide mentoring/life coaching to help staff balance work/home and maintain good health.
___ 5. New staff are assigned a buddy to help them get settled.
___ 6. We provide language instruction.
___ 7. We provide assistance with medical/dental visits.
___ 8. We support staff in their personal lives.
___ 9. Staff feel supported in their personal lives.
Professional life:
___ 1. An all-day help desk is available for the first week of school.
___ 2. New staff are assigned a mentor to help them with their work.
___ 3. We provide coaching to help staff grow professionally.
___ 4. Staff are assigned to a professional learning community/team.
___ 5. Staff participate in professional development each week.
___ 6. We reflect together about our work.
___ 7. Supervisors provide accountability/feedback to staff.
___ 8. Supervisors provide feedback to new staff within the first 2 months of classes.
___ 9. Principals demonstrate interest in what's happening in classrooms (for example, by doing walkthroughs).
___ 10. Principals invite teachers to share student work samples.
___ 11. Principals give teachers feedback on student work.
___ 12. We support staff in their professional lives.
___ 13. Staff feel supported in their professional lives.
Now, ask yourself 4 questions about the data:
- How many 4s, 3s, 2s, and 1s do I have?
- What’s satisfying/unsatisfying about the data?
- To energize, focus, and unleash staff, what do I need to keep doing? start doing? stop doing?
- What will I do? (If you’d like to learn more about developing a staff stewardship plan, click here.)
Lead by asking questions
17/06/09 14:30
Leaders empower others. A key way leaders
empower others is by asking
questions.
To get an idea of how you can more effectively lead by asking questions, complete the following self-assessment (download). Rate each item, using the following scale:
4: Consistently • 3: Usually • 2: Sort of • 1: Rarely
Lead from your heart
___ I trust that the Holy Spirit is working in the heart of every believer.
___ I believe others can define and achieve their goals.
___ I target motivation, not information.
___ I empower others to take responsibility.
___ I believe that reflection is powerful.
___ I want to help staff be better problem solvers (not to solve their problems).
Inquiry skills
___ I ask open-ended questions.
___ I don’t ask “why” questions.
___ I don’t give advice.
___ I easily think of good questions to ask.
Lead by asking questions
___ I ask questions to help others.
___ I ask questions to help others reflect.
___ I ask questions to help others get clear.
___ I ask questions to help others prioritize.
___ I ask questions to help others get organized.
___ I ask questions to help others focus.
___ I ask questions to help others target their strengths.
___ I ask questions to help others pay attention to their goals.
___ I ask questions to help others reduce their frustrations.
___ I lead by asking questions.
Now, ask yourself 5 questions about the data:
To get an idea of how you can more effectively lead by asking questions, complete the following self-assessment (download). Rate each item, using the following scale:
4: Consistently • 3: Usually • 2: Sort of • 1: Rarely
Lead from your heart
___ I trust that the Holy Spirit is working in the heart of every believer.
___ I believe others can define and achieve their goals.
___ I target motivation, not information.
___ I empower others to take responsibility.
___ I believe that reflection is powerful.
___ I want to help staff be better problem solvers (not to solve their problems).
Inquiry skills
___ I ask open-ended questions.
___ I don’t ask “why” questions.
___ I don’t give advice.
___ I easily think of good questions to ask.
Lead by asking questions
___ I ask questions to help others.
___ I ask questions to help others reflect.
___ I ask questions to help others get clear.
___ I ask questions to help others prioritize.
___ I ask questions to help others get organized.
___ I ask questions to help others focus.
___ I ask questions to help others target their strengths.
___ I ask questions to help others pay attention to their goals.
___ I ask questions to help others reduce their frustrations.
___ I lead by asking questions.
Now, ask yourself 5 questions about the data:
- How many 4s, 3s, 2s, and 1s do I have?
- What’s encouraging/discouraging about the data?
- What helps me lead by asking questions?
- What hinders me from leading by asking questions?
- What will I do?
