The Purpose of the Self Assessment

Using the Self Assessment, a State Director identifies program management and leadership needs in the state. The top two priorities are reported to NAEPDC. The Consortium matches states with similar needs creating a topical study group. Using the Fall NAEPDC Training Institute, NAEPDC supported conference calls, email, and other venues, the study group members investigate options and plans to implement state initiatives. The study group members support each other as consultants and fellow investigators. Each state director will develop a program improvement initiative unique to his/her state, but colleagues who are focused on the same job function can help:

• identify and consider options,
• react and respond to draft plans,
• consult via telephone or email throughout the development and implementation, and
• plan victory celebrations.

The Self Assessment also identifies those who have developed expertise. Therein, directors and their staff members with specific expertise become mentors for other states and the study groups.

How will this Self Assessment be Used?

The Self Assessment is a reflective activity -- the State Director reflects upon the systems in place to determine if he/she is satisfied with each system's performance. As the State Director reviews the list of program management and leadership functions, he/she places a check in the rating column to the right. By doing so, he/she rates his/her satisfaction with the performance of each function and its elements. The Self Assessment is designed for the State Director to complete on his/her own. However, it can be used with state staff members or with practitioner advisory committees if he/she would like. Here are your five steps:

Step 1. Prop up your Feet: You probably have not taken much time to think about all the functions you perform and all the systems you manage in your job. So, your first step is to take about thirty to forty-five minutes -- when you can find some quiet time -- and read through the Self Assessment from cover to cover.

Step 2. The Self Assessment Locator. A "Locator,"  is the starting place. This macro level assessment determines the systems that are working and those that need attention.

Step 3. Program Functions Self Assessment: The Self Assessment Locator directs you to the Program Functions Self Assessment, which enables you to do a more detailed assessment of the function (s) that need attention. Click on an area that needs help and you will be sent to a corresponding area with resources for items that need attention.

Options for Assistance with Program Improvement Initiatives:

Option 1. Peer Matching/Study Groups: If there are a number of states that select the same program development initiative, NAEPDC can facilitate your forming a Study Group with your peers. In this Study Group, you will have peers with similar needs to discuss issues, options, and plans as you develop and implement your unique initiative.

NAEPDC will also identify state staff to serve as Mentors for you. If consultants/experts from outside our system are needed to help you plan, implement, and evaluate your initiative, NAEPDC will help locate those consultants and explore available funding to support their contributions to your initiative.

Option 2. Individual Mentoring and Support: If you prefer to forge ahead on your program improvement initiative individually, without involvement in a Study Group, NAEPDC can be a resource by identifying possible Mentors, locating other resources, and providing staff consultations as you develop, implement, and evaluate your program improvement plan.

Option 3. Fall Training Institute: At the NAEPDC Fall Training Institute, you and the members of your study group will have a chance to meet together and access experienced state directors and staff (Mentors) or consultants/experts to advise you. In consultation with these experts and your colleagues in the work group, you will develop a program improvement plan that meets your state's needs.

In addition, at the Institute, experienced colleagues will conduct training sessions in "Going to Scale" which provides a system for taking a program improvement need and carrying it to state-wide implementation--Going to Scale.

Option 4. Ongoing Study Group Consultation: In addition to individual consultation with mentors and study group members, NAEPDC will support regular conference calls between the study group members. These conference calls are a chance to seek advice on problems that have arisen and share successes as they occur.

Option 5. Optional COABE Study Group Meeting: It is always good to meet face-to-face with your study group using some concentrated time to update plans and problem solve. NAEPDC will facilitate study groups getting together at CoABE or USDOE sponsored spring meetings of State Directors.

Choose all options that will be helpful for you.

Some program improvement plans take two years to implement and should not be rushed. Some take less time. Each summer, the Self Assessment will be reissued to State Directors to determine if additional program improvement initiatives are needed and appropriate.

Information about the Self Assessment

The Rating System

The rating system is based on the State Director's satisfaction with the performance. The rating system is as follows:

Mentor

The State Director feels that this function works really well and either he/she, a staff member, or contractor could serve as a mentor to other states in this area.

Competent

The State Director is satisfied with this function and feels it does not need attention at this time.

Shaky

The State Director is reasonably satisfied with this function, but it is not working exceptionally well. It will need help in the near future or needs to have a preemptive program improvement effort.

HELP!!!

The State Director is not satisfied with this function. It needs immediate help.

This general rating system is meant to encourage State Directors to assess their management and leadership functions without a complicated assessment system. Because of the diversity among states, it is rare to find a rating system to objectively apply to all states. Thus, the option is to use the subjective rating of the State Director.

A Fluid Document

Your suggestions for additions, deletions, and clarifications for the functions and elements in this Self Assessment are appreciated. The Adult Education State Director's job is a complex, ever-changing one. Thus, each iteration of this document will change to reflect the fluidity of the job.

A Flexible Document

For each job function, a series of critical elements are listed. Elements that are not appropriate for a state can simply be crossed out. At the end of the lists are blanks for the State Director to add other elements that are used to fulfill that function. This is a private document for the State Director to use. It will not be collected or tabulated. Its intent is to stimulate thinking and, more importantly, to evoke questioning.

Functions/Systems

Just a note about terminology. You will notice an almost interchangeable use of two words: functions and systems. A function of a State Director is to build systems, not isolated program components. For example, a function of the State Director is to build a professional development system. Thus, the Self Assessment uses "function" when looking from the State Director's perspective and "system" when looking at the program improvement perspective.

Go to the Self Assessment