Background/Scope: Last year I worked as a curriculum specialist and was in charge of overseeing the development and implemention of benchmark testing at my school for grades K-8. The principal and I felt that these assessments were necessary in order to keep the teachers accountable for the curriculum, and give us important data on skills not yet mastered. The overall goal was to improve our end-of-the-year test scores. Expected outcomes consisted of 4 benchmark assessments/per grade level with trackers that would identify objectives needing further instruction. Teachers would administer assessment tools quarterly and report the class average score to the principal.
Strategy: The creators of the benchmarks would be the teachers with the intention that the experience would further familiarize them with the standards and objectives. My role was to coordinate the assign due dates for questions. I would then assemble questions into one assessment tool. I was also responsible for making sure teachers used the data from the benchmark to drive their instruction when I met with them during our weekly meetings.
Overall, I felt like the experience was successful. If I were to go back and do it again however, I would certainly do a number of things differently. During the start phase, we held a training on how to create the questions and align them to the objectives. Our first mistake was not involving all the stakeholders. The principal, in this case, was the project champion who had the authority and ability to make the project happen (Portny, 2008). He, unfortunately, was not at the training. I observed many teachers not paying attention or working on other things. His presence as a stakeholder would have most likely influenced teacher’s behavior during the training.
Our second mistake was not clearly explaining the purpose of the project to the team. Teachers already have many responsibilities and to add more workload requires an effective pitch. Greer (2010) states that it is important to assemble a team of players that care about the project. The project definitely had a huge impact on the teachers but it wasn’t clearly communicated. Effective communication is critical!
Another mistake occurred during the planning phase. A work breakdown structure with a schedule would have been very helpful to present during the kickoff meeting. I was very unorganized at times and felt like I was burdening the teachers by constantly reminding them of deadlines. This caused some resentment among certain teachers. Planning is everything and would have relieved me of some problems that occurred throughout the process. Involving teachers in the planning process of the work breakdown structure and schedule would have promoted buy-in. I most likely would have experienced less resistance.
I underestimated the size of the project. Forty-four assessment tools is a lot! It detracted from my other responsibilities. Through proper planning and role assignments during the design phase, I could have delegated better so it didn't detract from my other duties.
Lastly, there was no close phase. Teachers weren’t given the opportunity to reflect on whether or not the tool was useful for them or give feedback. This could have promoted buy-in from resistant teachers had a post-project evaluation been implemented.
Having a better-but still very limited!-understanding of project management has helped me see the value of that experience and what I could have done differently.
References:
Greer, M. (2010). The project management minimalist: Just enough PM to rock your projects! (Laureate custom ed.). Baltimore: Laureate Education, Inc
Portny, S. E., Mantel, S. J., Meredith, J. R., Shafer, S. M., Sutton, M., M., & Kramer, B. E. (2008). Project management: Planning, scheduling, and controlling projects. Hoboken, NJ: John Wiley & Sons, Inc.
Stolovich, H. (2011). Project management and instructional design. Retrived from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6290461&Survey=1&47=8272809&ClientNodeID=984650&coursenav=1&bhcp=1.
Hi Rhiannon,
ReplyDeleteThat is a great project you carried out on your own. You know, your experience on this project has enlighten those of us that wants to improve our school test score or the exmination scores. Your mistakes are very ovaious one which everyone is like to make, Portny et al (2008) like Geer states that confirming the team's participation are very important and it shows that vital communication among the team members is needed.
Reading this course has served as "an eye opener" to us, what the PM need for the success of the project. They include building a statement of work, creating a work breakdown structure for the team, getting support from the key people in the organization and getting them involved.
It is a good thing that you shared your experience and i deeply appreciate it.
Joyce
I appreciate how you recognized your mistakes and know what to do next time. Your intentions were great and seem as if you played several roles and had a great amount of responsibility with this project. I believe if you had used the five life cycle phases (conceive, define, start, perform and close)Portny, Mantel, Meredith, Shafer, Sutton, & Kramer, (2008, p. 76)you would have been covered.
ReplyDeletePortny, S. E., Mantel, S. J., Meredith, J. R., Shafer, S. M., Sutton, M. M., & Kramer, B. E. (2008). Project management: Planning, scheduling, and controlling projects. Hoboken, NJ: John Wiley & Sons, Inc.