Question+10+-+Ed+Magiste

The measurement and evaluation processes.
Formal asessment tools for evaluating and monitoring progress will be developed by the consultant and the leaderhip subcommittee with input from the assessment commitee. The subcommittee has determined that tracking its progress toward implementing a leadership training component of the TLC is essential to ensure effective implementation of the program, and to provide reflective feedback on the indvidual outcomes. The former builds capacity of leadership through the evolutionary process of amending the program to meet the needs of participants, while the latter enables archival reflection on the effort and a model for other congregations to replicate our efforts.

Questions:

What constitutes progress? //These metrics could be developed by consultant or researched. Also, ask mentors and mentees how THEY will define progress. AA//

New members of TLC who do not feel "lost" for their first year or two! Better retention of people who are asked to be on committees who stay through the process and become leaders. (CE)

Mentors will have communicated and mentees will know: 1. Something (more) about Jewish education; 2. Something (more) about being an effective committee member; 3. Something (more) about the change process; 4. How to effectively chair a group; and 5. Something about this particular process: building leadership capacity and educational excellence for synagogue transformation.

Further, mentors & mentees will continue in leadership roles, happily, and will feel clear(er) about what to do. (AMS)

How do we monitor the feedback process? //Up to the manager- e-mails, blogs? AA//

I don't understand this question. (CE)

Phone calls, e-mails, survey, interviews (AMS)

How do we track numbers?

Survey (AMS)

How do we foster accountability?

Regular contact with mentors, mentees - via phone calls, e-mails, wiki?, regular group meetings with mentors (AMS)

What are the criteria for measuring impact? //Consultant can tell- or research.// AA

Same as first question reply: Mentors will have communicated and mentees will know: 1. Something (more) about Jewish education; 2. Something (more) about being an effective committee member; 3. Something (more) about the change process; 4. How to effectively chair a group; and 5. Something about this particular process: building leadership capacity and educational excellence for synagogue transformation.

Further, mentors & mentees will continue in leadership roles, happily, and will feel clear(er) about what to do. (AMS)

How do we measure impact? //Suvery mentors/mentees at mid-year and at end. Look at drop out rate of TLC-with mentoring vs. prior years. AA//

Phone calls, e-mails, survey, interviews (AMS)

Should we set targets for the next number of years? If yes, what might they be? (numbers? promotion?)

Set goals for year one of program, monitor regularly, do mid-year and end of year evaluation (survey/interviews), propose what to keep doing, what to change. At that point, set goals for following year, with relevant revisions. Overarching goals for all years, but due to learning curve, changing needs, goals must be adapted year to year in order for the program to be responsive & lively. (AMS)

The use of a logic model might enable use to better determine the TLC's response to this question. (3/26/10)