From: rv01@harvey.gte.com (Robert Virzi)
Newsgroups: misc.education
Subject: Soliciting comments on outcomes-based education
Keywords: proposed outcomes, ways to use same
Date: 5 Nov 92 14:54:38 GMT
Distribution: usa

I am working within an organization in my local public school that
has decided to work on a plan for Outcomes-based education.  As you
might expect, we have drafted a set of outcomes for students in the
school.  I would like to solicit comments on two issues: (1) The
specific set of outcomes we have settled on, and (2) Ways to use these
outcomes to enhance education for the children in our schools.

Some background may be in order.  These outcomes are intended for a
public school system in a fairly small, quasi-rural community in MA.
Elementary and middle school class sizes are approximately 100 students,
with a drop off in the high school class size to around 60 students.
In the past ten years the community has grown dramatically, becoming
more and more a bedroom community for Boston and surrounds.  Drugs are 
not really a problem, and a majority of the recent graduates have been
college bound.

So here is the draft of the outcomes:

-------- start of outcomes statement --------

The {Town} Superintendent's Advisory Council, a broadly-based
group, with representatives from the schools and the community,
was formed in September of 1991.  This group worked towards
defining a set of outcomes appropriate for students of the {Town}
School System.  These outcomes define the set of characteristics
we expect all students to acquire through the educational process.

In order to achieve these outcomes, both teachers and
administrators are charged with providing the leadership and
direction required to enable every student to obtain these skills
and characteristics prior to graduation.  Furthermore, we assert
that continuous assessment and modification of curricula and
programs is essential, and we believe that these outcomes will aid
this process.

Each of the outcomes is presented below in summary form.

Critical Thinkers.
	Students will learn to be critical thinkers, demonstrating
the ability to define a problem, identify or create solutions,
evaluate those solutions, and make an informed decision regarding
these alternatives.  Emphasis will be placed on encouraging
students to ask questions and seek answers related to academic and
personal issues.

Good Communicators.
	Students will possess strong communication skills,
including the ability to both write and speak clearly and
effectively, and will be able to use these skills in an
appropriate manner when participating in group or person-to-person
situations.

Academically Competent.
	Students will demonstrate the appropriate level of
competency for their abilities and goals in all basic academic
disciplines, including math, the sciences, humanities, and
technology.

Globally Aware.
	Students will demonstrate an awareness of community and an
appreciation of the diversity of cultures in our society, as well
as show respect for the environment  and a willingness to
participate in government.

Life-long Learners.
	Students will develop an attitude of life-long learning,
continuing to grow and flourish after they have left the schools.
They will respect their bodies and understand the effects of their
choices on health and emotional well-being.

Good Workers.
	Students will develop a strong sense of respect for
themselves and others, showing the ability to work positively with
others.  Important interpersonal skills such as the ability to
resolve conflicts, active listening, and the art of negotiation
will be encouraged.

Productive.
	Students will learn the skills needed to be productive in
the workforce, including learning time- and stress-management
skills, showing the ability to work both independently and in
groups, and be able to adapt to change.

In summary, students will develop a broad set of interests,
including creative writing, languages, the humanities, athletics,
and a love for reading and will be well equipped to pursue
whatever path they choose to take after leaving high school.  They
will know when and where to seek assistance, how to use language
and math productively, demonstrate financial responsibility, and
set goals that they can achieve.

-------- end of outcomes statement --------

So there you have it, the culmination of a year's worth of research and
discussion.  We are working to get broad support for the outcomes
in the schools and in the community.  I'd like some net.wisdom on the
outcomes-based approach.  Has anyone else tried this?  What were the
results?  Given a set of outcomes, how can/were they used?  What should
we watch out for?

Basically, any opinions would be appreciated.  Thanks.

Bob Virzi


-- 

-Bob Virzi                | Think Globally. ...               |
 rvirzi@gte.com           |                 ... Act Locally.  |
Newsgroups: misc.education