Learning from a Project “Post-mortem”
Background
A number of years ago, I helped to create a program for my school that was designed to assist students in both reading and math. In a very general sense, all students in the grade level were divided into four groups based on assessment data in the subject area for the week (ex. numbers & operations or vocabulary). Each of the four classroom teachers took one group and taught specific skills needed by the students in their room. We “borrowed” this model from a few other educators who we were able to talk to at a local assessment conference. While there was no specific project manager, each teacher had specific responsibilities that were delegated by myself. In essence, I found myself to be the unofficial project manager, at least by the definitions we have learned thus far in the course.
Successes
This project had many successes, including the creation of detailed hands-on lesson plans and an effective storage location. Student test scores increased significantly that year, which may have been an effect of the project. The overall success was due in large part to having a detailed plan created at the beginning of the planning stages. Having everyone aware of their very specific roles and responsibilities allowed them to be successful and meet one another’s expectations. For students, we saw a drastic decrease in behavioral problems which was due to having the project meet the needs of our “clients” (hands-on activities that held their interests and were on their educational, not grade, level).
Failures
In creating this project, we envisioned it to be a multi-year opportunity that students would experience for many years to come. What we did not foresee is the collapse of the entire program at the beginning of the following school year. Since all of the same teachers and administrators were involved, we anticipated being able to use the same lesson plans the following year just a few weeks after school began. Unfortunately, outside influences caused a major decrease in buy-in that we were not prepared for. Had we included any contingency plans, I believe that we could have prevented this from happening. These may have included what to do in case of scheduling conflicts or steps to implementing a second year.
Darla Crabtree said,
November 11, 2010 at 8:26 pm
If you don’t mind my asking, what kind of hand-on activities did you do? All of my lesson plans from prior years are being altered drastically due to differentiated instruction. I am having to offer more options within the lessons. Not that this is a bad thing. It is just creating double duty.
Malu Villafane said,
November 13, 2010 at 2:47 pm
Margaret,
I had a similar scenario when I taught in Ireland. I was in a special needs school with loads of special needs children.
As I read your successes, I remembered my class that used to be bullies who turned to be committed boys determined to succeed. As I got to your failures, I realised that the programme my principal and I thought easy to carry on for next year, partly collapsed because I had less adult support.
I suppose it’s really hard to foresee or make predictions on what will happen the next year or in the near future when it comes to projecting a programme. There are so many variables to consider and I really do not know if it is realistic to hope that things can be implemented every year. My mistake was I presumed I would have the same number of adults in my class as I had the same class from 3rd all the way to the 5th.
Nice one, Margaret!
Malu
20hzto20khz said,
November 14, 2010 at 2:51 pm
You raise such important issues, and they are the really unexpected ones, after having encountered a year of success. It brings to mind the issues discussed in our very first class in Organizational Change. As I remember it, way back in 2009 when we studied it (creaky old man voice), there were principles relating to institutionalizing change that the change leader has to implement – as a separate initiative, after all the work has been done. I don’t think I ever really understood how that principle would work until I read your example.
Adults are so quirky! Sometimes we can’t recognize a good thing if it hits us in the face. I so wish your administrator had fought to safeguard your innovations. As I look back through Lee Roy Beach’s book I see that the headings under “Making Change Permanent” are Communication – convincing others that things actually are better, Document Updating – somehow, if your administrator had issued a document substantiating the gains that your work had created, Realigning Rewards – let’s hope that doesn’t mean that you would be rewarded with extra work, and Culture Change – actually involving an assessment questionnaire.
Anyway, thank you, Margaret. I got a lot, vicariously, out of your experience.
Ted
Beach, L. R., Leadership and the Art of Change (2006). Thousand Oaks, Sage Publications.
Malu Villafane said,
November 15, 2010 at 2:59 am
Ted,
I think that though this blogging is an added workload, I am actually enjoying it. There is so much wisdom in what everyone is sharing.
I do remember our first course: Organisational Change. At that moment, I blindly followed what was asked of me hoping to make sense later on. It is indeed helpful. Unfortunately, I don’t have my book with me at the moment. It might in one of the boxes sent back. I will look it up though.
Thanks for bringing that up… good one!
Malu