Running head: NEEDS ASSESSMENT REPORT 1

Needs Assessment Report Master Elementary School-Assignment 3

Gloria Butcher

A Paper Presented in Partial Fulfilment

of the Requirements for

EDID 6507 Needs Assessment for Learning and Performance

The University of the West Indies, Open Campus

Course Facilitator: Dr. Gray

Date: April 12, 2017

NEEDS ASSESSMENT REPORT 2

Table of Contents
Overview of Master Elementary School ........................................................................ 4

Data Collection .......................................................................................................... 7

Organizational scan .................................................................................................... 8

Data Analyzed .......................................................................................................... 12

Environmental Scan ............................................................................................. 12

Gap Analysis ............................................................................................................ 15

Root Cause Analysis .................................................................................................... 16

Explanation on Findings .............................................................................................. 17

Proposed Solution and supporting evidence ................................................................ 20

Conclusion and Next Steps .......................................................................................... 25

References ................................................................................................................... 26

Appendix A. 1 .............................................................................................................. 28

Appendix A.2 ............................................................................................................... 28

Appendix B. 1 .............................................................................................................. 29

Appendix B.2 ............................................................................................................... 31

Appendix B.3 ............................................................................................................... 33

Appendix C .................................................................................................................. 34
NEEDS ASSESSMENT 3

Executive Summary

Needs Assessment Report Master Elementary School

The Master Elementary School Needs Assessment was carried out as a systematic process to

determine and address the needs or “gaps” between current performance conditions of teachers’

technological skills and the desired performance based on the school’s goals and strategic

objectives. After using researched needs assessment tools and strategies to measure the

conditions, it was found that the goal of all teachers being technologically literate and making

maximum use of technology is not currently being met because 30% of the teachers at Master

Elementary School have minimal technological knowledge and skills and 60% do not integrate

digital technology in their daily practice. Consequently, a root cause analysis was done and it

was found that the gap existed because there were no written school policy for teachers’

collaboration and mandatory planning for the incorporation of digital technology in their daily

practice. In order to eliminate the existing gap a cache of interventions were proposed by a team

which included an aspiring practitioner, the Principal and four personnel from the Management

team. Proposed interventions fall into both training and non-training categories based on Van

Tiem, Moseley and Dessinger, (2012), intervention selection guide. Some of the proposed

interventions include on-the-job training, job aids, job description, coaching and organization

pro-action.
NEEDS ASSESSMENT 4

Overview of Master Elementary School

The Master Elementary School is a K-5 public school located in Albuquerque, New

Mexico. This Elementary School provides service to 400 students from immigrant as well

as the local population via 30 teachers and staff. The school’s computer lab facilities are

outdated and only two computers located in the teacher’s lounge are connected to the

internet. Students receive instruction twice per week in the computer lab despite the

hardware and software challenges. Recently, the school District allocated funds for

upgrading the school’s computer hardware and software. However, to date the funds were

not released for internet connection and upgrading of the computer lab facilities. The

Principal of the school looking forward to the imminent release of these technology

upgrading funds is committed to preparing teachers for comprehensive use of technology

for carrying out instruction throughout the school. This vision of the Principal aligns with

the goal set for Master Elementary School and two of the stated objectives that pertain to

teachers’ technological development.

Goal: Students and staff are technologically literate and make maximum use of technology

in the Master School Learning Community.

Objectives: (a) Teachers are trained to teach their students to use technology to maximize

student learning.

(b) All staff are trained to maximum use of technology in the performance of

their duties at Master School.

NEEDS ASSESSMENT 5

Notwithstanding, the Master Elementary School faced time constraints pertaining to training

teachers since only two dates were open for in service training, namely, October 18 and January

10.

Teacher’s Profile

All of the teachers at the Master Elementary School have at least a Bachelor’s degree in

Education. The gender and age range of the teachers are as follows:

Male: 10 teachers

Female: 20 teachers

Age Range:

25-35 years: 9 teachers

36-46 years: 12 teachers

47 and above: 9 teachers

Even though the 30 teachers at the Master Elementary School interact in the digital age, they

differ in the range of digital technological knowledge and skills.

- 30% of the teachers have minimal technological knowledge and skills which are broken

down as follows:

 10% of these teachers never accessed the World Wide Web and do not know the basic

procedures of navigating the Web.

 20% of these teachers can access the web, but have no experience evaluating

materials found on the Web.

- 40% carry out their duties with the use of minimal digital technology such as applying

word processing skills, using overhead projectors and VCRs.

- 30% are able to access teaching resources via World Wide Web proficiently.
NEEDS ASSESSMENT 6

Despite the disparity in the range of technological knowledge and skills, one survey revealed that

95% of teachers were interested in learning new ways to integrate emerging communication

technology in the classroom while all teachers were concerned about preparing students

technologically for higher education and the world of work.

Purpose and Scope

One of the most important issues facing the Master Elementary School teachers is the lack of

knowledge and skills in computer technology to prepare students to interact successfully in the

digital age. According to the United States Department of Education (n. d.), the use of digital

technology in schools is integral for significantly improving productivity and acquiring 21st

skills. Digital technology will not only improve 21st century skills, but will offer students the

option of working at their own pace and in context. Mathew and Dohery-Poirier (2000), noted

that web based instruction can be used to target the needs of a diverse group of students and

provide opportunity for students to access learning materials at their convenience, thus allowing

students to experience learning within the context of their everyday experiences. In New Mexico

the guiding principles for technology in education are as follows:

1. The appropriate application of educational technology results in positive student learning

outcomes resulting in college and/or career readiness.

2. Effective educators are fluent in the use of educational technologies that will help their

students reach learning goals and objectives.

3. All students should be provided with opportunities to gain the competencies and attitudes

required for success in a technology-rich society.

4. Learning styles and learning rates vary among children, requiring teachers to apply

Universal Design for learning principles to provide educational experiences appropriate

NEEDS ASSESSMENT 7

to the diverse needs of individual children, and our educational systems must support

such differentiation.

5. The effective use of educational technology should remove barriers to academic

achievement that have traditionally plagued students of color, in poverty, or English

Language Learners.

6. It is the responsibility of educators, community leaders, and state leaders to provide all

learners with reliable and robust technology infrastructure that increases access to and use

of digital learning resources.

(New Mexico State Education Plan, 2016, p.1-2)

Hence the school’s Instructional Design (ID) team decided to take concrete action to improve

the computer skills and knowledge of the teachers at Master Elementary School, so that teachers

can integrate the use of computer based instruction with an emphasis on using the internet for

classroom activities and lesson planning. In order to accomplish this aim, a needs assessment

was undertaken to identify and address teachers’ technology needs as it pertains to the use of

digital technology to plan and deliver effective instruction. Helping American young people

develop media literacy by emphasizing its use in the classrooms should be the goal of all

teachers (Ashley, 2013).

Method

Data Collection

Performance Gap Summary

At Master Elementary school, the goal of all teachers being technologically literate and

making maximum use of technology is currently not being met because 30% of the teachers at
NEEDS ASSESSMENT 8

Masters have minimal technological knowledge and skills and 60% do not integrate digital

technology in their daily practice. If teachers lack technological knowledge and skills and fail to

incorporate digital technology in their daily practice, Master Elementary school will not attain to

its goal of students and teachers being technologically literate and making maximum use of

technology. Consequently, teachers will fail to live up to their responsibility of guiding students

to become competent citizens in the digital age.

The gap was confirmed by conducting an organizational and environmental scan using

secondary data sources, surveys, interviews, and focus groups. See Appendix B.1 –B.3 for

survey, focus group questions, and interview schedule.

Organizational scan

Characteristics such as values, culture, leadership and guidance influence the

performance of an organization (Hale and Chapman, 1998), hence to gather information for the

gap analysis the goals and strategic leadership policies of the Master Elementary school were

reviewed through secondary data sources as provided on the internet. This was carried out for

the purpose of finding out expectations for optimal performance by Master Elementary. Van

Tiem, Mosley and Dessinger (2012) noted that an organizational scan provides direction by

setting the expectations for the desired optimal performance.

Environmental Scan

This environmental scan was carried out to assess and analyze the conditions and

circumstances that influence Master Elementary school reaching its set objectives. The

information analyzed in this scan is information that was gathered so far to paint a picture of

important issues that impact Master Elementary school such as trends in education, economy,
NEEDS ASSESSMENT 9

social trends, and technology. For example, what budget is available for improvement in digital

technology?

In the United States technological advancements are occurring in all areas of education.

Current trends are moving in the direction of improving accessibility-people expect to work,

learn and study whenever and wherever they choose and not be confined to any particular space;

and as technology evolves there is a rise in the need for digital literacy among teachers and

students (UNESCO, 2011). Consequently, data for the environmental scan was gathered from

teachers and Management personnel through the use of interviews and surveys. As a result of

time constraints and narrow scope of this needs assessment, one limitation is that information

with regard to political and legal issues were not gathered; and information was not gathered

from students and external stakeholders.

Notwithstanding, a survey was used to collect data from teachers with regard to the

following:

1. Teachers’ knowledge and skills in the use of digital technology

2. How teachers rank the importance of digital literacy

3. How comfortable teachers are accessing and using educational resources found on the

World Wide Web

4. To what extent teachers use digital technology to carry out daily practice

5. To what extent teachers are feeling supported by management with regard to

incorporating the use of digital technology in their daily practice

Demographics for teachers were collected in a preliminary survey conducted earlier in

the process.
NEEDS ASSESSMENT 10

Surveys were distributed during a mandatory staff meeting held every two weeks. All

surveys were completed and returned at the end of the meeting. Consequently, the data gathered

is representative of the entire teaching staff of 30 teachers. Even though face to face surveys can

be time consuming and produce non-representative samples, in this case all teachers complied

because the survey was incorporated as an activity in the staff meeting. All teachers were present

at this mandatory staff meeting and completed the survey since 30 minutes of the staff meeting

time were allotted to fill out the survey.

Interviews were used with management team to explore the following:

1. In-house technological training

2. Internet accessibility in the school.

3. Strategic leadership policy for teachers’ job aid

4. Budget for technology

5. School improvement plan

Interviews are less costly and provides scope for collecting sufficient information from

the interviewee. Misunderstandings can be clarified and probing questions can be used to extend

ideas. The Principal, Vice Principal, two Student Care Coordinators and the School’s Secretary

were interviewed. One limitation of this process is that it was time consuming to plan, execute

and interpret the responses. Notwithstanding the main themes as collected from the interview

were summarized and arranged in a table for the environmental scan. See Raw Data Findings.

Focus groups were used with 8 teachers in one group and 5 personnel from the School’s

Management team (Principal, Vice Principal, two Student Care Coordinators and the school

Secretary) in another group. The aim of the focus groups was to test ideas and come up with

action plan for improving teachers’ technological knowledge and skills and for the incorporation
NEEDS ASSESSMENT 11

of digital technology in teachers’ daily practice. This was done to ensure that a fair and careful

judgment was made with regard to the action plan for the gap analysis. Some major ideas that

came out of two one-hour discussions were as follows:

1. Teachers who have limited knowledge and skills in technology should visit the

classrooms of more competent teachers to observe how they use and integrate technology

in their classroom.

2. Teachers should engage in team planning for incorporating digital technology in the

classroom

3. The school should build a pool of internet resources by grade, so teachers can have easy

access

4. Inclusion of digital technology in daily lesson plan

5. Monthly observation for use and integration of digital technology in the classroom.

6. Increase time on the timetable for instruction in digital technology

7. Digital technology log keeping

Focus groups allow for comfortable relaxed sharing of ideas in a non-threatening

environment and can capture attitudes, perceptions and experiences in a way that surveys cannot.

However, focus groups are more difficult to manage and keep track of what is going on in the

group. A voice recorder was used to record discussion, but two teachers were observers and at

the end of each session provided a summary of the important points in the discussion.

Further a focus group comprising five teachers and five personnel from the management

were also used to identify the root cause of teachers neglecting to incorporate digital technology

in their daily practice and teachers’ lack of requisite knowledge and skills.

Results and Implications

NEEDS ASSESSMENT 12

Data Analyzed

Data collected from interviews was organized in themes and summarized in a table for the

environmental scan as show below.

Environmental Scan

Critical Issues Information Gathered Source

Economic There is budget for internet School Secretary/interview

instillation and access and school improvement plan
Questions: 4, 2
No funds allocated for
teacher training Question:4,5
Sociological Teachers do not feel Teachers/survey
supported by management Question: 8

Teachers feel that digital Question: 3

literacy is important
Technological Technological training is not Teachers/survey
provided on a regular basis Question: 4
School improvement plan

Management personnel/
interview
Question: 1

Environmental No internet access in Management/ interview

classroom
Question: 2
Out dated computers School Documents

No mandatory policies for Management /interview

incorporating digital Question: 3
technology in planning and School Policy document
instruction

The information collected with regard to teachers’ technological knowledge, skills

and digital technology incorporation in daily instruction was organized using a pie chart and

bar charts as shown below.

NEEDS ASSESSMENT 13

Technological Knowledge and

Skills

Minimal
30% Proficient
37%
Below
Average
0%

Average
33%

Proficient Average Below Average Minimal

Teachers with minimal knowledge and skills accounted for 30% of the teaching staff

which is a small number compared to those teachers who are competent. Consequently, this has

implications for prioritizing opportunities and deficiencies for planning solutions.

Digital Technology
4
strongly disagree 0
9
2
17
Disagree 0
11
7
3
Agree 8
5
10
6
Strongly Agree 22
7
11

0 5 10 15 20 25

Access Web Resources Is important Use for Instruction competency

NEEDS ASSESSMENT 14

As a way of organizing the data gathered from the teacher’s survey which contained

Likert items, bar charts were used to group items and represent the data as collected. The raw

data shows that even though most teachers agree that digital technology is important for teaching

in the 21st century, 21 teachers are not using resources from the Web to support instruction and

20 out of 30 are not incorporating digital technology in their daily instruction.

Based on the data gathered from teachers’ survey the reason is two-fold.

1. Lack of time

2. Lack of competence

This information is represented on the chart below to compare the magnitude of the

difference between these reasons which have implications for decision making with

regard to the action plan.

Planning

Strongly Disagree

Disagree

Agree

Strongly Agree

0 2 4 6 8 10 12 14 16

Lack of competence Lack of Time

Using the information from secondary sources for identifying strategic objectives, and

data from surveys, interviews and focus groups, the following table representing the gap analysis

was organized.
NEEDS ASSESSMENT 15

Master Elementary School

Gap Analysis

Strategic Objectives Current Standing Deficiency Action Plan

Teachers are trained 70% of the teachers 30% of the teachers Team teaching
to teach their students are trained to teach have minimal Teacher collaboration
to use technology to their students to use technological Monthly staff
maximize student technology knowledge and skills development-share
learning technological
knowledge and skills
All staff are trained to 40% of teaching staff 60% do not carry out Mandatory inclusion
maximum use of carry out their duties duties using digital of digital technology
technology in the with the use of technology in daily lesson plan
performance of their minimal digital
duties at Master technology such as . Mandatory keeping
School. applying word of digital technology
processing skills, log
using overhead
projectors and VCRs Monthly observation
by management

30% access teaching 70% do not access School Internet

resources via World teaching resources resource bank
Wide Web via the world wide Provide more time
web for planning
It is the responsibility Access to internet in No internet access in Funds have been
of educators, the staff longue only the classrooms allocated to install
community leaders, internet access in all
classrooms
and state leaders to
provide all learners Table more time for
with reliable and the use of digital
robust technology technology during the
infrastructure that school day
increases access to
and use of digital
learning resources
(New Mexico
Education Plan,
2013).
NEEDS ASSESSMENT 16

The information with regard to the deficiencies was examined to determine the root cause of the

problem. The root cause is often identified with other parts of the performance problem (Mulder,

2014; Taylor, 2017). Hence the technique of the five Why’s was used; this technique requires no

statistical analysis, so it saved time and cut cost.

Root Cause Analysis

Five Whys

Problem: All teachers are not technologically literate and the majority are not

incorporating digital technology in their daily planning.

All teachers are not technologically literate and incorporating digital technology in their

daily practice.

Why?

Teachers are not Teachers are not

collaborating motivated to use

to share ideas digital technology

Why?

Management has not No time scheduled

scheduled time during for researching

school day to facilitate appropriate tools

purposeful collaboration and no mandatory

among teachers requirement from

Management to
NEEDS ASSESSMENT 17

among teachers requirement from

Management to

incorporate digital

technology in daily

planning

Why?

No written school policy for teachers’ collaboration and mandatory planning for the

incorporation of digital technology in their daily practice.

Hence the root cause was identified as no written school policy with regard to teachers

collaborating for the purpose of sharing resources and digital technology competencies and

mandatory planning to incorporate digital technology in teachers’ daily practice.

Results and Implications

Explanation on Findings

According to Van Tiem et al., (2012) if multiple gaps are found during the gap analysis these

gaps should be first prioritized. Hence, the gaps were prioritized by personnel from the

Management team based on criticality with regard to reaching Master Elementary school goals

and available resources. The criticality table below was used in the process.

Performance Low Criticality Scale High

gap
1 2 3 4 5 6 7 8 9 10
30% of the x
teachers
have
minimal
technological
NEEDS ASSESSMENT 18

knowledge
and skills

60% do not x
carry out
duties using
digital
technology

70% do not x
access
teaching
resources via
the World
Wide Web
No internet x
access in the
classroom

Again Van Tiem et al., (2012) posited that factors such as gaps being closely tied to an

organization’s mission, availability of extant data and the cost of doing nothing exceeding the

cost of the analysis are all important indicators for setting priority to move forward. In the case

of Master Elementary school, the internet connection gap would be addressed in the near future

since funds were already allocated to install internet connection. The group reasoned that closing

the gap with regard to teachers using digital technology in their daily instruction and the

imminent installation of internet connection will affect the number of teachers accessing the Web

for teaching resources. Consequently, improving teachers’ competencies and use of digital

technology in daily instruction were given priority.

Performance problems can result from a number of causes as is evident from the root cause

analysis. According to Mager and Pipe (1997) there are three common root causes that lead to

performance problems, namely, invisible expectations, physical obstacles and inadequate

feedback. Information gathered from teachers through surveys indicated that even though
NEEDS ASSESSMENT 19

teachers are aware that it is important to be technologically literate in the 21st century and that

they should use digital technology in their daily practice, because management has not

communicated these expectations in writing, teachers are not working to meet these expectations.

This is aligns with Mager and Pipe’s invisible expectations. Also information gathered from the

surveys and management interview indicated that even though funds were allocated for internet

installation, presently internet was only available in the teacher’s lounge which means that there

is no access to internet in the classrooms to motivate teachers to use the technology. This is an

identified physical obstacle that is contributing to the gap. Further, interviews with personnel

from the Management team and information gathered from the surveys indicate that there is no

school policy which makes it mandatory for teachers to submit plans that include the use of

digital technology in their daily instruction. As a result, teachers receive no feedback with regard

to the use of technology from management; hence, they are not motivated to improve their skills

and incorporate digital technology in their daily instruction which contributes to the gap found in

the gap analysis. This cause aligns with Mager and Pipe’s inadequate feedback.

The root cause analysis strategy was chosen because dealing with the root cause opens the

doors for eliminating many other issues associated with the root cause (MindTools, n.d.). For

example, lack of collaboration with regard to digital technology and lack of motivation to

incorporate digital technology in their daily practice are symptoms that can be addressed by

identifying the root cause. Notwithstanding, using the 5 Whys strategy for root cause analysis as

was applied to ascertain the root cause in this case can lead to a single cause or a reduced number

of causes for enquiry, when in reality there are a many causes. However, after taking the scope of

this project into consideration, time and cost, the 5 Whys strategy was chosen.
NEEDS ASSESSMENT 20

During the process all answers provided from the team members were based on facts

gathered from teachers’ survey, Management interviews and school documents. In the cause

analysis process three basic category of causes can be found, namely, physical causes, human

causes and organizational causes (MindTools, n.d.). In the case of Master Elementary School, the

root cause analysis indicated that the cause is an organizational one where there is no written

school policy with regard to teachers’ collaboration and mandatory planning for the

incorporation of digital technology in their daily practice. An organizational cause is one where a

system, process or policy is used by people to make decisions (MindTools, n.d.). In this case, the

absence of a school policy is affecting teachers’ decision making with regard to incorporating

digital technology in their daily planning and collaborating to share skills and ideas with their

colleagues.

Consequently, the cause analysis served as a link between the performance analysis and the

interventions to eliminate the gaps. According to Roosenberg (as cited in Van Tiem et al., 2012),

looking under the performance gap allows the team to find its roots and select interventions that

will nourish high performance roots and eliminate roots that cause performance gaps. As a result,

a number of interventions were selected based on the performance analysis and the root cause.

See Appendix C for Cause Analysis Summary Worksheet.

Proposed Solution and supporting evidence

Interventions and solutions are synonymous. Interventions are purposeful acts that facilitate

change in performance (VanTiem et al., 2012). Some interventions can be long term and

progressive facilitating change over time in organizations, work groups or individuals. The

proposed interventions were selected through a process as a team effort to ensure solid decision

making-the practitioner collaborated with stakeholders to select the most effective feasible
NEEDS ASSESSMENT 21

intervention for the situation. Decisions were made based on a comprehensive understanding of

the problem-gap analysis, cause analysis and desired results. The desired results based on the

performance problem was identified as follows: reduce the number of teachers who lack

technological skills and do not integrate digital technology in their daily practice by 3 and 18

respectively over a period of one school year. Here the right people in the right context at the

right time was targeted. The principal who is the head of the technology team was chosen to

champion the activity. Van Tiem et al., posited that the champion provides influence and support

so that all involved stay committed to the change plan. Consideration was given to ensure

sustainability-institutionalizing the change over time and making it become a part of the culture

at Master Elementary school. Further, a number interventions were proposed to target different

areas paying attention to cost and value. Below the proposed solutions are organized in a table.

Intervention Selection
Root Cause Intervention Intervention Description Justification
Category
No written school Learning On-the-job To target the gap This will be cost
policy for Intervention learning of 3 teachers and value
teachers’ lacking effective.
collaboration and competency and Will strengthen
mandatory provide the skills of
planning for the
opportunity for teachers who are
incorporation of
digital technology teachers who are competent and
in their daily competent to improve the
practice. practice and skills of teachers
share their skills who have
and ideas. minimal
Monthly in- competency
house
workshops
conducted by
teachers.
Competent
teachers will
share their skills
and ideas while
the less
NEEDS ASSESSMENT 22

competent will
practice skills Teachers will
shared. have an
opportunity to
learn new skills
Team teaching to as they arise
Just-in-time target integration during their
learning of digital daily practice.
technology in Effective when
daily practice workers need
immediate
practice to
master new
knowledge and
skills (Van Tiem
et al., 2012), as
is necessary at
Master
Elementary
school.
Performance Job aids To target the gap Teachers can
Support of 3 teachers view in their
lacking own time; will
competency in serve as a
technological reference to help
skills. Collection teachers
of by step videos remember for
to support key example, steps
procedures for to use an
using technology application
in the classroom
Job Job description Update written This will
Analysis/Work job description eliminate the
Design to include underlying
technological problem of
competency and invisible
the use of digital expectations
technology in because teachers
daily practice; will have a
weekly written
technology log; document. Also,
and policy for a this will provide
monthly 1 hour a time incentive
break during to motivate
school hours for teachers to
collaboration. collaborate.
NEEDS ASSESSMENT 23

Personal coaching The Principal This will target

Development who is the head the underlying
of the problem of lack
technology team of planning to
along with integrate digital
assigned technology in
competent daily instruction
teachers will and motivate
visit classrooms teachers from
at scheduled the side of
times to provide management to
guidance in the use digital
use of digital technology.
technology. According to
Van Tiem et al.,
(2012) a coach
supports, teaches
and give both
positive and
negative
feedback that
helps with
motivation.
Mentoring Less competent This will enable
teachers visit the collaboration
classroom of and eliminate the
more competent underlying
teachers to problem of lack
observe how of collaboration
they integrate between more
digital competent and
technology in less competent
planning and teachers; and
instruction. improve
technological
skills. This will
also provide
more time for
collaboration.
Feedback Lesson plans This will serve
will be reviewed as motivation for
by the Principal planning to
and feedback integrate
will be given in technology in
a timely manner. daily lessons.
NEEDS ASSESSMENT 24

Organization Information An information This will target

Communication Management management the underlying
intervention system system will be problem of 18
installed which teachers not
will store student incorporating
records such a digital
test scores and technology in
attendance; daily planning
internet and and instruction,
teacher made inadequacy in
digital resources accessing the
for teaching. internet for
Grade
appropriate
resources; and
cut back on time
needed for
research.
Quality Continuous To keep a breast Provide
Improvement improvement with trends of competent
technology in teachers with
education opportunity to
strengthen their
skills and novice
teachers be
informed and
improve.
Organizational Environmental To ensure that This will help to
Pro-action scanning budget, maintain quality
technological support for
upgrading, teachers to
teachers and continue
management planning for and
feelings are on integrating
par with vision digital
and mission of technology in
the school; their daily
technological practice as well
equipment are in as enhance
proper order and sustainability.
are functioning
the way they
should.
NEEDS ASSESSMENT 25

Conclusion and Next Steps

Through the process of using the 5 Whys strategy for the cause analysis, it was observed that

there are a number of underlying issues in this case. Consequently, a wide range of solutions

were proposed to target the root cause as well as other underlying issues. Using the 5 Whys

strategy has helped with understanding the key issues which provided a point of reference for the

intervention selection. Since the scope of this project did not require implementation, the next

step in the process would be to prioritize the interventions. Interventions should be planned in

context of other activities and align with the mission, vision, goals and strategic planning of the

organization (Van Tiem et al., 2012). Subsequently, the action plans will be scoped out and

realistic timelines will be set for implementation and change management. The Principal and

Management team will endorse the plan and communicate decisions to the staff.
NEEDS ASSESSMENT 26

References

Ashely, S. (2013). Teaching nuance: The need for digital literacy in the digital age. Retrieved

from https://thebluereview.org/teaching-media-literacy/

Root Cause Analysis - Problem Solving From MindTools.com. (n.d.). Available at:

http://www.mindtools.com/pages/article/newTMC_80.htm

Hale, J., & Chapman, D. (1998). The performance consultant’s field book.

Mathew, N. & Dohery-Poirier, M. (2000). Using the World Wide Web to enhance instruction.

First Monday, 5(3), Retrieved from

http://www.firstmonday.org/ojs/index.php/fm/article/view/732/641#m3

Mulder, P. (2014). 5 Whys analysis. Retrieved from http://www.toolshero.com/problem-

solving/5-whys-analysis/

New Mexico Public Education Department. (2013). New Mexico’s State educational technology
plan. Retrieved from
ped.state.nm.us/ped/ITdocuments/State%20Ed%20Tech%20Plan%202013.docx

Office of Migrant Education. (2001). Comprehensive needs assessment. Retrieved from

https://www2.ed.gov/admins/lead/account/compneedsassessment.pdf

Taylor, E. (2017). How to write gap analysis report. Retrieved from

http://smallbusiness.chron.com/write-gap-analysis-report-55720.html
The United States Department of Education (n. d.). Use of technology in teaching and learning.

Retrieved from https://www.ed.gov/oii-news/use-technology-teaching-and-learning

UNESCO, Institute. (2011). Digital literacy in education. Retrieved from

http://unesdoc.unesco.org/images/0021/002144/214485e.pdf
NEEDS ASSESSMENT 27

Van Tiem. D., Moseley, J. L., & Dessinger, J. C. (2012). Fundamentals of Performance

Improvement: A Guide to Improving People, Process, and Performance (3rd Ed.). New

York: Wiley.
NEEDS ASSESSMENT 28

Appendix A. 1

Table 1

Needs Assessment Report Checklist

Activities Tasks
Write Needs assessment 1. Executive summary
Report 2. Population profile
3. Purpose and scope of
report
4. Methodology
5. Results and
implications
6. Solution
7. Conclusion and next
steps

Adapted from Migrant Education Comprehensive Needs Assessment Toolkit, (2012).

Appendix A.2

Needs Assessment Checklist

Explore Gather and Make

“What Is” Analyze Data Decisions

Prepare a Management Plan determine target group Set priority needs

Identify Concerns Gather data to define needs Identify solutions

Determine Measurable Prioritize needs Select solution strategy

Indicators Identify and analyze Propose action plan

Consider Data Sources causes Prepare Report

Decide Preliminary Priorities Summarize findings

Adapted from Office of Migrant Education, (2001).

NEEDS ASSESSMENT 29

Management Plan Checklist

1. Review requirements for needs assessment

2. Consider resources

3. Plan process

4. Set timeline

5. Develop a system for archiving data

Adapted from Migrant Education Comprehensive Needs Assessment Toolkit, (2012)

Appendix B. 1

Questionnaire

Master Elementary School teacher’s Technological knowledge and skills and use of

digital technology in daily practice

Dear Teachers,

Greetings! The Master Elementary school is dedicated to ensuring that teachers are

technologically literate and are using digital technology to plan and execute instruction on a daily

basis. Through this brief survey, your answers will help the institution to design a plan for

improvement of teachers’ knowledge, skills and application of digital technology on a daily basis

in the classroom.

The information provided in this survey will be treated with strict confidentiality. Please

answer all questions because we value your input. The time used to fill out this survey will be

taken from this week’s staff meeting. Thank you for your cooperation.

Performance Improvement Team

Questions
NEEDS ASSESSMENT 30

Directions: Indicate your level of agreement or disagreement with each of the following

statements regarding Master Elementary teachers’ technological knowledge, skills and

application in the classroom.

Strongly Agree Agree Disagree Strongly Disagree

⃝ ⃝ ⃝ ⃝

1. I am competent in the use of

digital technology

2. I use digital technology to plan ⃝ ⃝ ⃝ ⃝

and execute instruction daily

3. Digital literacy is important ⃝ ⃝ ⃝ ⃝

for teaching and learning in the

21st century

4. The school provides training in the ⃝ ⃝ ⃝ ⃝

use of technology in the classroom

5. I can access resources per grade level ⃝ ⃝ ⃝ ⃝

on the World Wide Web proficiently

6. I incorporate digital technology ⃝ ⃝ ⃝ ⃝

in my daily practice because of

insufficient time for planning

7. I do not incorporate digital technology ⃝ ⃝ ⃝ ⃝

in my daily practice because

I lack the technological skills

8. I feel supported by management in ⃝ ⃝ ⃝ ⃝

NEEDS ASSESSMENT 31

the use of digital technology to execute

daily instruction

9. How would you rate your knowledge and skills in technology

⃝ minimal

⃝ below average

⃝ Average

⃝ Proficient

10. What can Master Elementary School Management team do to ensure that all teachers are

proficient in the use of digital technology to plan and execute instruction?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Appendix B.2

Focus Group Interview

Purpose: Generate ideas for action plan to improve teachers’ technological knowledge

and skills and integration of digital technology in planning and execution of instruction

Guidelines

There are no right or wrong answers

The session will be tape recorded

Only one person speaks at a time

You do not have to agree with others; however you must be respectful
NEEDS ASSESSMENT 32

As the moderator, I will guide the discussion; teacher A and B will observe and take

summary notes

Opening Question

What do you think about teachers’ current use of technology?

Key Questions

1. What cost effective steps do you think can be taken improve teachers’ technological

knowledge and skills?

2. How can management adjust job aid to include planning for technology in classrooms?

3. What are your thoughts about the 30 minutes per week computer lab for students?

4. What do you think can be done improve research for the use of internet resources in the

classroom?

Closing

Ending Question

Suppose you had one minute to:

1. Tell how you would improve teachers technological knowledge and skills

2. How you would encourage teachers to integrate digital technology in their daily practice.

What would you say?

Summary

Summary question: Is this an adequate summary?

1. Teachers should collaborate and share technological knowledge and skills

2. Management should create policies that makes it mandatory for teachers to keep a

technology log and plan for technology in daily instruction.

3. There should be more time allotted by the school management for planning
NEEDS ASSESSMENT 33

4. Create a Web resource bank per Grade for easy access to Web resources.

Would you like to add anything further?

Appendix B.3

Interview Schedule for Management Team

Opening

Shake hands and exchange pleasantries to establish rapport

Purpose/Objective: I would like to ask you some questions to gather information with regard to

the state of digital technology in the Master Elementary school.

This information will be used to help plan intervention to improve teachers’ digital technology

knowledge, skills and use for planning and executing instruction if necessary.

As indicated earlier, this interview will last for about 30 minutes.

Body

Questions:

1. Is there a budget for technological improvement at the Master School?

2. What are some of the plans for technological improvements?

3. How many times per year do you organize teacher technological competence training?

4. What school policy is in place to ensure that all teachers are competent and use digital

technology to support daily instruction?

Closing

Is this an adequate summary?

1. There is a budget for technology

2. For the past two years there were no in-house technological training for teachers

3. Currently no access to internet in all classrooms.

NEEDS ASSESSMENT 34

4. There is no school policy with regard to teachers’ planning for and utilizing

technology for instruction on a daily basis.

5. In the school improvement plan, the school is scheduled to be provided with full

access to high speed internet.

Would you like to ask any questions or say something further? Thanks for your valuable

input.

Appendix C

Cause Analysis Summary Worksheet

NEEDS ASSESSMENT 35

School Need
1.0
Increase the number of teachers who are technologically literate and
use digital technology to carry out their daily practice by 30% and 60%
respectively by the end of the school year

Performance
gap 1.0
Reduce the number of teachers who lack technological skills and do

not integrate digital technology in their daily practice by 3 and 18

respectively.

Cause(s) of
gap 1.0
There are no policies for :
(a) Time allocated during work hours for purposeful collaboration
among teachers
(b) Time allocated for research to find appropriate tools to use in the
classroom
(c) Mandatory inclusion of digital technology in daily lesson planning

Continued on next page

NEEDS ASSESSMENT 36

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you want to appear here., Continued

Intervention
1.0
(a) Monthly staff development workshops to share technological

knowledge and skills; coaching; mentoring

(b) Develop appropriate operational guidelines and rules for

incorporating digital technology in daily planning and execution of
instruction; job description; timely feedback for lesson plans

(c) Provide access to information and resources for appropriate

selection and use of digital technology in instruction

(d) Written policy for allotting time during working hours for
collaboration, research and planning

Summary 1.0 Teachers require more collaboration, time for planning and research
and information with regard to grade appropriate resources accessed from the
internet. Appropriate staff development, development of an information
system for access to appropriate resources and revising written policies will
result in the gap being bridged.
NEEDS ASSESSMENT 37