It should be noted that strategic planning is one of the measures that are particularly important for the successful accomplishment of educational goals. The current strategic plan centers on the need to clarify organizational purposes and ways to achieve effective and meaningful use of technology in the classroom to the main stakeholder groups. The purpose of this discussion is to explicate why evaluation is a critical part of the implementation of the strategic plan.
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Aspects of Evaluation and Data
Various aspects of evaluation support strategic planning as applied to the use of technology in the classroom. In particular, the assessment allows understanding what agreements should be reached with the head of the department. Besides, the technological aspects may be reconsidered promptly if such a need arises in the course of the evaluation (Rossi, Lipsey, & Freeman, 2003). An assessment provides an opportunity to outline specific facets of student achievement and the instructor’s performance. Apart from that, data from evaluation may potentially prevent costly changes and inform other steps in the strategic planning process.
After collecting the baseline data, the evaluator will be able to set benchmarks and comprehend what alterations may be required regarding the professional development of teachers and so on (Quinones, Kirshstein, & Loy, 1998). Timely and accurate data should be used to form educational policies that will assist in implementing the plan effectively.
The distinction between Evaluation and Research and Concluding Points
Notably, evaluation is different from research since the goal of the first method is to provide data for decision-making as applied to specific programs. The purpose of the second approach is to expand the existing body of knowledge (Rossi et al., 2003). Therefore, evaluation is particularly important for strategic planning since the gathered information may be used to address the concerns and queries of school staff, policymakers, and that of other stakeholder groups.
Quinones, S., Kirshstein, R., & Loy, N. (1998). An educator’s guide to evaluating the use of technology in schools and classrooms. Darby, PA: Diane Publishing.
Rossi, P. H., Lipsey, M. W., & Freeman, H. E. (2003). Evaluation: A systematic approach (7th ed.). Thousand Oaks, CA: Sage Publications.