A Program Evaluation of the Objectives and Key Results Model for School Improvement

Nicole Litterer

doi:10.25820/etd.006713

Context: School improvement continues to be at the forefront for the United Stated K-12 education systems working to boost student outcomes. Many models exist to aid in this process, and while goal setting is just one piece of the puzzle, it plays an integral role in achieving outcomes. Purpose: The purpose of this program evaluation was to determine the influence of a new goal setting model on the decision making, planning, and perceptions of stakeholders. Setting: The setting for this program evaluation was a rural, east-central Iowa K-12 school district. The district has eight administrators and approximately 1,100 students. Participants: Participants were a superintendent, three principals, three assistant principals, and six teachers who were members of their building leadership teams. Practice: The Objectives and Key Results goal setting model was implemented by the administrative team to create district-level goals in the areas of Professional Learning Communities and Multi-Tiered System of Supports. The intervention was monitored over the second quarter of the school year. Research Design: The CIPP model was used for the program evaluation. Data Collection and Analysis: To evaluate the adherence to the OKR model, mean ratings were calculated from a Likert survey used by the principals. Field notes were used to determine the timing of OKR development and the content and number of OKRs. Thematic analysis was used to analyze participant interviews with three themes representing the influence of the OKRs on planning and decision making; perception of continuity and alignment of the district; and the presence of motivation, focus, and consistency when goal setting characteristics were present. Findings: Data from the field notes show that the appropriate number of OKRs were created on time and for the desired topics. The results of the Likert survey ratings showed that the OKRs adhered to the model. The mean ratings on a scale of 1 to 5 (5 being strongly agree) for the Objectives was 5, 4.3, and 4.67. The mean ratings for the Key Results were 5, 5, and 4.67. Conclusions and Recommendations: OKRs shaped the decision making and planning of the superintendent and principals when preparing for professional learning, making instructional leadership decisions, and how time was spent for teachers. Further removed from the OKR creation, assistant principals and BLT members were subsequently not able to make connections to specific details of the OKRs. However, assistant principals and BLT members consistently brought forward the primary concepts of the OKRs (MTSS and PLC) as consistent foci of the buildings and across the district, shaping their perceived alignment of the district. Principals and the superintendent shared this perception. The characteristics of the model also contributed to its influence. Each principal and the superintendent cited the incremental nature of the model as a factor in their commitment to and focus on the OKRs. At the district level, OKRs should be embedded to support a long-term strategic plan, used to create district-level goals, be integrated into building-level plans, involve a wide-range of stakeholders, and be well-communicated."

A Program Evaluation of the Objectives and Key Results Model for School Improvement

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