Lessons Learned from Exemplary Education Programs

by Carolyn Maddy-Bernstein

Identifying and disseminating information about excellent education programs may appear simplistic on the surface; but, after nine years of searching for excellence, we have learned that the process is very complex and the outcomes are sometimes surprising. We believe our findings are important not only for educators working to improve their programs but also for others planning to conduct similar searches in any area of education.

Those planning to conduct an exemplary program search should understand that:

Preparation for the search is paramount. They should establish criteria for recognizing exemplary programs and learn from others who have conducted similar searches.
Process is critical. They need to establish a procedure for conducting a search and include people and organizations who can help locate programs. They need to identify people to evaluate the programs and determine if site visits are necessary. An effective process for disseminating information is very important.

Educators wishing to improve their programs should understand that:

Learning from what is working well for a recognized program is valuable information.
Perhaps even more important is learning from a synthesis of common characteristics evident in most excellent programs.

NCRVE's exemplary program searches conducted through the Office of Special Populations and the Office of Student Services have provided a wealth of information for both educators and researchers who want to know "what works."

Background

Since 1989, the National Center for Research in Vocational has annually conducted exemplary program searches. The focus in the beginning was programs for students with special needs. In 1994, when the Office of Special Populations broadened its scope to become the Office of Student Services, the staff researched and developed a framework for searching for exemplary career development programs. To date, over 25 programs for students with special needs and 19 exemplary career guidance and counseling programs have been identified. While educators in both fields have gleaned good information from the identified programs, the lessons learned about the process of conducting searches and about exemplary education programs in general are very important.

In 1988, when the NCRVE staff first set out to identify and disseminate information about exemplary programs, we erroneously believed there were a number of excellent programs already identified. Our job would simply be to disseminate information about those programs. Upon closer scrutiny, we found flaws in some highly touted "exemplary" programs. For example, there were high profile programs without evidence of effectiveness and some exemplary program searches without criteria for recognition. Selection was sometimes based on a brief program description.

It was soon obvious we would need to start the search process at the beginning. Clearly, we needed criteria for judging programs, a process to ferret out the best, and qualified judges to make the selections. Working with an Advisory Board of national leaders in the field was crucial to developing a framework for proceeding. While the focus of our search was at first on exemplary programs serving students with special needs and later broadened to career development programs in 1993, we believe there can be a common process for all such searches.

Criteria

In 1988 we began a research project to establish a framework that would answer the question of what it means to be an exemplary program. National Center researchers Tom Wermuth and L. Allen Phelps, who were located at the Center's University of Illinois site, conducted the study. They based their framework on a thorough literature review, including the U. S. Department of Education's National Demonstration Program, and had continuous input from practitioners, administrators, and leaders in the field and conducted a field study to validate their findings. The framework they developed consisted of twenty components excellent programs addressed.

In 1994 the National Center reorganized the Office of Special Populations to become the Office of Student Services (OSS) with a broader focus on student services that facilitate the transition of all students from school to work. Once again the OSS research staff conducted extensive research to develop a framework for recognizing career development programs modeled on the original Phelps and Wermuth work. Their revised framework drew upon several studies and reports as well as the NOICC National Career Development Guidelines and the U. S. Department of Education's Peer Review System for Identifying Exemplary Guidance and Counseling Programs. The new framework was then reviewed by a national panel of reviewers who were leaders in the field of career guidance, the Board of the American Vocational Association's Guidance Division, and practitioners in a comprehensive high school and an area technical center.

Lessons Learned About Exemplary Programs in General

During site visits and in subsequent interaction with highly effective programs, a number of common characteristics have become evident.

One person (or a small core group of people) has (have) envisioned and initiated the program. This person or group of people may be an administrator but is often a dedicated and caring teacher, counselor, or coordinator.
These programs are staffed by a number of caring professionals who act as advocates for students. There is a pervasive belief that all students can succeed, and this belief is supported by policies, procedures, and practices that promote student success.
People in these programs are creative and diligent in finding ways to address barriers. They are people with "can do" attitudes who manage to go over, around, and through obstructions to do what needs to be done to serve students more effectively and efficiently. When problems arise, they collectively find solutions.
Programs that excel often practice site-based management, even when they are not aware of the practice. There is frequently a pervasive egalitarian spirit resulting in staff, administration, and faculty regarding each other as peers. It isn't unusual to have cafeteria workers and custodial staff involved in these programs.
A sense of harmony and teamwork exists amongst the people and groups within these programs. Energy is spent to improve programs rather than protect turf or place blame elsewhere for shortcomings.
People who work in these programs are aware of areas in need of improvement and are never satisfied with the status quo.
Financial resources are available through the system and not all through exterior funds.
Strong professional development is supported and encouraged for all educational personnel, and educators look for programs to improve their knowledge and skills.

We believe we have learned, through the years of experience in searching for exemplary programs, what it takes to make a difference in the lives of students and how to conduct a search that identifies excellence. While skeptics doubt that such programs exist, OSS has identified programs that are truly exemplary.

Carolyn Maddy-Bernstein is the director of the NCRVE Office of Student Services at the NCRVE University of Illinois site.

Table of Contents | Next Article | Previous Article