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Evaluation of each of the three key phases of implementation of the M.O.D.E.L (Managing Optimal Development for the Educational Leader) will be a key element related to the ability of the project to proceed on the proposed timeline.  Formative assessment(s) will be used to drive the content and delivery of content for each Induction Cohort session during all three phases of the project:

Phase One (2011-2012)  Blended Learning
Phase Two (2012-2013)  Synchronous Learning
Phase Three (2013-2014)  Virtual Learning Environment

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     Moving From Actual to Optimal:​

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One must understand that Formative Assessment is not a test but a planned process involving a number of different activities. For the purpose of incremental quality check points one of the activities is the use of assessments, both formal and informal, to elicit evidence regarding a participants’ status to demonstrate a measure for the degree to which a participant has mastered a particular skill or body of knowledge.  Based on this evidence, the ongoing instructional activities or procedures are adjusted through each Phase of the project. 

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For this three-year project incremental Formative Assessment(s) will consist of reflections from participants and other activities to measure progress after each session using questions such as:

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• What did you find most effective from the training in terms of preparing you to be more effective and competent as an educator?
• What did you find least effective from the training in terms of preparing you to be more effective and competent as an educator?
• What do you think would have enhanced the training in terms of preparing you to be more effective and competent as an educator?

The Lexington School District Two University Training Center (See Appendix M:  Lexington School District Two University) will collect, manage and maintain all reliable and valid evidence i.e., poll participants, monitor attentiveness, conduct breakout sessions etc., during each actual synchronous training class.

Summative Assessment data will be collected at the conclusion of each of the phases through a data collection survey of the beginning teacher, the mentor, administrators, and presenters/facilitators. The results will be analyzed by the Coordinator of Synchronous Learning and the Chief Human Resources Officer;   changes will be considered and implemented for the next phase of training based on the survey results. 

To collect data on the effectiveness of our Induction and Mentoring Program for beginning teachers please complete this survey. This data will be used to enhance the support that we provide to our beginning teachers.

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Induction Program Survey 2010-2011​

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1. The criteria for successful completion of the Induction Program were explained to me.

2. The content of the Induction Program was very clear and helpful.

3. The class sessions were beneficial for me as a teacher.

4. The class sessions were somewhat beneficial for me as a teacher.

5. The sessions that were least helpful were:

6. The sessions that were most helpful were:

7. What changes would you make based on your Induction year experience?

Induction and Mentoring Program Survey 2010-2011

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1. The role of the Mentor in the formative assessment process was clearly explained to me.

2. What can the district do to enable Mentors to be more effective?

3. Communication: how did you communicate with your mentee? (Face-to-face,
Interactive journalism, blogging, podcast, email, telephone, text, webcam, etc.)
4. The role of the Mentor in the Induction process can be enhanced by:

                                                                                                                         Program Survey 2010-2011

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1. What are the strengths and weaknesses of the Induction and Mentoring Program from your perspective?

2. What can the district do to improve and enhance the program? Mentoring Program 2010-2011

How could the content be better presented/enhanced? (Consider format delivery: virtual, podcast, teleconference, etc.).