Purpose
The purpose of this PLE is to develop candidates’ capacity to change or improve conditions to address an issue or problem, on behalf of children, families, schools and communities. It introduces candidates to a structured planning process and draws on the issues and arguments selected in earlier PLEs. Through guided support from peers and instructor, candidates develop an actionable plan. Through this, participants will be able to:
Essential question
What elements are essential in formulating an actionable plan? Elements include: what needs to be identified? What is the problem? What are the activities that are needed to address the problem and what would be the benchmarks to indicate that the project is working to assist the problem?
About the PLE
This PLE uses POME as planning tool to identify essential elements in formulating an advocacy plan to take direct action to change a problem, issue or condition. Participants begin with their selected issue or problem, as narrowly focused in PLE 2, ideas about a possible change action to improve the issue, problem or conditions, and the policy levers to use (as identified in PLE 2a).
This PLE will take approximately 3-4 hours to complete.
Learning environment
This PLE is designed to be completed in a large classroom or other large setting, where there are Smart boards or newsprint available for small groups to work. The room should also be flexible enough to allow participants to post their political group maps and enable a gallery walk among all participants.
Pre-session work
This PLE builds on PLEs 2 and 2a, in which each participant identifies an issue, analyzes the core policy mechanisms and decision making systems, and the nature of different interest groups. It also makes use of the persuasive argument drafted in PLE 4, in order to propose a plan for change.
In preparation for this PLE, participants should complete the required readings and have sketched out ideas for a specific action they would propose to take for their selected issue or problem.
Activities
The PLE consists of four parts: the role of strategic planning as a form of advocacy, introduction to the POME as a framework for action planning, trying out the POME on a selected action strategy, and comparing and contrasting outlined plans for feedback and reflection. The PLE takes about two hours and can be used with small or large groups, but best with groups of 15-20.
To learn more about strategic planning as form of advocacy generally before focusing on their own proposed action, the instructor and participants will view the short video presentation on a taskforce report presentation, and engage in a discussion of the key elements described in the presentation.
board meeting on a full service school model—taskforce report. http://www.youtube.com/watch?v=dyI0O_d-9Nc
Discussion questions:
The instructor and participants will chart answers to these questions and draw conclusions in getting ready for the next step of developing formal action plans for their own selected action strategies. At the end of this activity, the group will identify four essential elements needed in formulating an action plan.
The instructor will explain the elements of an action plan, introducing the POME outline, shown below with an early childhood education example. The instructor will walk through the POME, explaining each element and its purpose in-depth, providing examples from different fields. In this process, the instructor will work with the participants to define the core elements and examine examples from other action plans:
Participants must be able to succinctly identify the area being addressed. Articulate the issue and identify who the issue serves. POME Outline
Examples of action plans are as follow:
Alaska System for Early Education Development (2008). ALASKA’S PROFESSIONAL DEVELOPMENT PLAN For the Early Care and Education Workforce. University of Alaska, Southeast. http://hss.state.ak.us/dpa/programs/ccare/files/ccdf/Attachment%205.2.5%20Professional%20Development%20Plan.pdf
An action plan for special education reform in the District of Columbia. http://educationcenter.dc.gov/ec/lib/ec/special_ed_action_plan.pdf
America’s Promise Alliance. Dropout prevention action planning worksheet. author. http://www.americaspromise.org/Our-Work/Dropout-Prevention/Summits/Archive/~/media/Files/Our%20Work/Dropout%20Prevention/Action%20Plans/Delaware%20Dropout%20Prevention%20Action%20Plan.ashx
Working in small groups of 3-4, participants will use the POME outline to develop their own draft action plans. The instructor will circulate, answers questions and offering small group instruction and guidance. Based on the whole group’s initial drafting experience, the instructor will provide follow up whole group instruction on developing action plans, addressing commonly experienced challenges such as differentiating goals and objectives, developing good objectives, selecting appropriate, actionable strategies, and planning for evaluation.
Participants will be asked to compare and contrast (within and among their groups) their experiences in developing action plans. They will reflect on the process of identifying essential elements and to identify next steps in formulating actionable plan. Among the reflection questions the instructor would raise are:
Action Plan/ POME Annotated outline and process
Problem /Issue/ Need: The problem section of an Action Plan introduces the issue/need and explains why the plan is important and therefore; some compelling reason/s why the Action Plan is needed/necessary, an outline of the specific issue/need (as outlined in PLE 2) for the Action Plan must be included.
Objectives are measurable steps on the way to reaching a goal/s. What outcomes will we be able to say we achieved at the end of the Plan.
Methods/ Work Plan: In this section the work undertaken is described to achieve the objectives.
Evaluation: What will be needed to assess progress and determine if the objectives have been achieved? Evaluation activities should be both formative and summative.
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Assignment
As an assignment, participants are to draft a 3-5 page paper choosing one essential element as a focus, and develop a POME-based action plan. They are to draw on the required readings, and identify next steps for review and implementation. Incorporate relevant charts, graphs and visual presentation to guide the reader about the proposed plans and an executive summary.
Extension activities (2 hours)
In a follow up session, participants can share their draft plans with each other and solicit feedback from their small work groups and the group as a whole.
Field work applications
As a field work extension, each participant could solicit feedback from his/her internship supervisor on the action plan and take steps to launch it. Through reflection, participants could document their feedback and launching experiences.
Assessment rubric
The instructor can use the rubric below to evaluate the participants’ plan.
Elements |
Beginning |
Developing |
Achieving |
Exceeding |
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Goals are clearly described |
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Objectives link to relevant actions |
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The plan is Complete |
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The plan is actionable |
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The action steps are relevant and reasonable to the issue or strategy |
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The plan incorporates relevant readings |
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Required readings
Chang, C. G. (2006). Strategic planning in education: Some concepts and steps. New York: UNESCO (education sector). http://unesdoc.unesco.org/images/0015/001501/150191e.pdf
Copland, M. A. & Knapp, M. S. (2006). Connecting leadership with learning: a framework for reflection, planning and action. Alexandria, VA: ASCD. (sample case studies)
Love, N. (2006). Using Data to Improve Learning for All: A Collaborative Inquiry Approach. Thousand Oaks, CA: Corwin Press. (Chapter 4)
Wiggins, G. & McTighe, J. (2007). Schooling by design: Mission, action, and achievement. Alexandria, VA: ASCD. (sections on the backwards planning process).
Suggested Readings
Darling-Hammond, L. (2010) The flat world and education: How America’s commitment to equity will determine our future. Teachers College Press: New York
Pinata, R., Cox, M., & Snow, K. (2007) School readiness and the transition to kindergarten Paul Brookes Publishing Co: Baltimore
Polakow, V. (2007) Who care for our children? The child care crisis in the other America .Teachers College Press: New York, NY
Robinson, A. & Stark, D. (2002) Advocates in Action Washington, DC: National Association for the Education of Young Children (NAEYC)
Kemmis, S. (2001). “Critical Theory and Action Research” in Bradbury, H. & Reason, P. eds. (2001). International Handbook on Action Research. London: Sage.
Atweh, B., Kemmis, S. & Weeks, P. (1998). Action research in practice: partnerships for social justice in education. NY: Routledge.
Suggested readings in early childhood education
Zeichner, K., & Melnick, S. (1996). The role of community field experiences in preparing teachers for cultural diversity. In. K. Zeichner, S. Melnick, & M. L. Gomez (Eds.), Currents of reform in preservice teacher education (pp. 176-196). New York: Teachers College.