EDAD 5346
Page 7
The University of Texas at El Paso
Educational Leadership and Foundations
EDAD 5346 - Educational Program Planning and Evaluation
Spring 2006
Instructor: / Dr. Teresa Cortez, Director / 256-9521 (cell)Office of Research & Evaluation /
Ysleta ISD / Saturday 9:00 a.m. – 11:50 a.m.
Liberal Arts 108
Catalog Course Description:
Opportunity to develop the knowledge, skills, and competencies required to plan and manage regular and special school programs; includes policy formulation, goal setting, and evaluation emphasizing data-based management systems.
Purpose of the Course:
q To review fundamental aspects of educational planning
q To review the nature of evaluation and its application in education
q To review approaches to program evaluation and guidelines for planning, conducting, and using evaluations
In order to achieve the purposes of the course, you will be required to do the following activities:
1. Review a campus educational plan within the educational context
2. Produce two written journal critiques on educational planning or evaluation
3. Write reflections on assigned classroom activities
4. Write formal presentation of an evaluation plan
5. Deliver a formal presentation of an evaluation plan
Professional Standards:
This course is also designed to assist students in developing skills and competencies consistent with the expectations for performance as effective educational leaders in the state of Texas. To that end, course content and learning activities are meant to address the standards established by the Texas Education Agency and the State Board for Educator Certification to govern the licensure of Texas school principals. The Learner Centered Principal Standards can be found at:
http://www.sbec.state.tx.us/stand_framewrk/stand_framewrk.htm.
Course Objectives:
The learning activities of EDAD 5346 will touch on most of the standards. However, this course will devote specific attention to the following standards and skills.
Learner-Centered Leadership and Campus Culture
q Create a campus culture that sets high expectations, promotes learning, and provides intellectual stimulation for self, students, and staff
q Utilize emerging issues, trends, demographic data, knowledge of systems, campus climate inventories, student learning data, and other information to develop a campus vision and plan to implement the vision
q Facilitate the collaborative development of a shared campus vision that focuses on teaching and learning
q Facilitate the collaborative development of a plan in which objectives and strategies to implement the campus vision are clearly articulated
q Align financial, human, and material resources to support the implementation of the campus vision
q Establish processes to assess and modify the plan of implementation to ensure achievement of the campus vision
Learner-Centered Human Resources Leadership and Management
q Collaboratively develop, implement, and revise a comprehensive and on-going plan for professional development of campus staff which addresses staff needs and aligns professional development with identified goals
q Utilize formative and summative evaluation processes to further develop the knowledge and skills of campus staff
q Diagnose and improve campus organizational health and morale through the implementation of strategies designed to provide on-going support to campus staff members
Learner-Centered Organizational Leadership and Management
q Implement appropriate management techniques and group processes to define roles, assign functions, delegate authority, and determine accountability for campus goal attainment
q Gather and organize information from a variety of sources for use in creative and effective campus decision making
q Frame, analyze, and creatively resolve campus problems using effective problem solving techniques to make timely, high quality decisions
q Develop, implement, and evaluate change processes for organizational effectiveness
q Implement strategies that enable the physical plant, equipment, and support systems to operate safely, efficiently, and effectively to maintain a conducive learning environment
q Apply local, state, and federal laws and policies to support sound decisions while considering implications related to all school operations and programs
q Acquire, allocate, and manage human, material, and financial resources according to district policies and campus priorities
q Utilize effective planning, time management, and organization of work to maximize attainment of district and campus goals
Learner-Centered Curriculum Planning and Development
q Use emerging issues, occupational and economic trends, demographic data, student learning data, motivation theory, learning theory, legal requirements, and other information as a basis for campus curriculum planning
q Facilitate the use of sound research-based practice in the development and implementation of campus curricular, co-curricular, and extracurricular programs
q Facilitate campus participation in collaborative district planning, implementation, monitoring, and revision of curriculum to ensure appropriate scope, sequence, content, and alignment
Learner-Centered Instructional Leadership and Management
q Facilitate the development of a campus learning organization that supports instructional improvement and change through an on-going study of relevant research and best practice
q Facilitate the implementation of sound, research-based instructional strategies, decisions, and programs in which multiple opportunities to learn and be successful are available to all students
q Utilize interpretation of formative and summative data from a comprehensive student assessment program to develop, support, and improve campus instructional strategies and goals
q Facilitate the development, implementation, evaluation, and refinement of student activity programs to fulfill academic, developmental, social, and cultural needs
q Acquire and allocate sufficient instructional resources on the campus in the most equitable manner to support and enhance student learning
Required Reading:
Stevens, F., Lawrenz, F., and Sharp, L. (1998). User-friendly handbook for project evaluation: Science, mathematics, engineering, and technology education. National Science Foundation: Arlington, VA. http://www.nsf.gov/cgi-bin/getpub?nsf93152
Texas Education Agency – District and Campus Planning Guide: http://www.tea.state.tx.us/accountabilty/dev_sup/index.html
Texas Education Agency – AEIS: http://www.tea.state.tx.us/perfreport/aeis/
Other Readings:
Frechtling, J., and Sharp, J. (Eds.)1997. User-friendly handbook for mixed methods evaluations. National Science Foundation: Arlington, VA. http://www.nsf.gov/cgi-bin/getpub?nsf97153
National Science Foundation: A Guide for Proposal Writing http://www.nsf.gov/pubs/2004/nsf04016/start.htm
The Joint Committee on Standards for Educational Evaluation. (1994). The program evaluation standards (2nd ed.). Thousand Oaks, CA: Sage Publications. http://www.wmich.edu/evalctr/jc/
Berliner. Educational Research: The Hardest Science of All. Educational Researcher, Vol. 31, No. 8, pp. 18-20.
Erickson & Gutierrez. Culture, Rigor, and Science in Educational Research. Educational Researcher, Vol. 31, No. 8, pp. 21-24.
Johnston, B. J. (2002). Absent from School: Educational Policy and Comprehensive School Reform. The Urban Review.
Shavelson & Towne. Scientific Research in Education. Center for Education. Division of Behavioral and Social Sciences and Education.
Web Resources:
American Psychological Association (APA). (5th ed.).
www.wooster.edu/psychology/apa-crib.html
www.psywww.com/resource/apacrib.htm
www.apastyle.org/elecref.html
Texas Education Agency: http://www.tea.state.tx.us/
National Center for Educational Statistics (NCES) http://www.nces.ed.gov/
DOE: Education Program Evaluation http://www.ed.gov/offices/OUS/eval
UNESCO Bureau of Programming and Evaluation
http://www.mirror-us.unesco.org/bpe/bpe_en/index.htm
ERIC Clearinghouse on Assessment and Evaluation: http://www.ericae.net/
Evaluation Tools: http://mime1.marc.gatech.edu/MM_Tools/evaluation.html
Evaluation Resources http://www.sedl.org/csrd/eval.html
Research-based strategies (Wested) http://www.wested.org/csrd/guidebook/toc.htm
What Works Clearinghouse http://www.whatworks.ed.gov/
Journals and On-line Publications
Educational Evaluation and Policy Analysis http://www.area.net/pubs/eepa/
Education Policy Analysis Archives http://epaa.asu.edu/
Evaluation and Program Planning http://www.elsevier.com:80/inca/publications/store/5/9/3/
Evaluation Exchange: http://gseweb.harvard.edu/~hfrp/index.html
M and E (Monitoring and Evaluation) NEWS http://www.mande.co.uk/news.htm
Course Activities:
q Students are to attend and participate in all classes. More than two absences will result in a lower grade for the semester.
q Read and be accountable for all class assignments. You are responsible for assigned readings, whether covered in class or not.
q In pairs or individually, develop a program evaluation proposal. In this activity, you will develop a program, plan, and evaluation around the proposed program.
q In the group formed, conduct an integrated literature review, needs assessment, a description of the planned program, roll-out plan, and evaluation methods for the proposed program.
q Present a classroom presentation of proposed program, plan, and evaluation with the literature review and needs assessment.
q Prepare a written review of a prepared educational plan.
q Participate in-class activities and write reflections on the activities.
q Complete two research-based article critiques using APA guidelines.
Course Assignments/Requirements:
Review Plan (10): Each person will review a plan and prepare a report following the guidelines provided in class. The report should be brief and typed in no more than two pages using APA guidelines.
Reflections on In-Class activities/assignments (15 points): Students will write reflections on in-class activities.
Evaluation Article Critiques (10): Students will critique two research-based journal articles and produce brief written reports using APA guidelines.
Draft Presentation of Proposal (10): Students will present a 10 minute draft presentation of program proposal. Details will be given in class.
Written Draft of Proposal (10): Students will provide a written draft of proposal. Details will be given in class.
Final Project –Formal Presentation (15): Each student or team will present a 30 minute formal presentation of proposed program, plan and evaluation. Students will provide handouts and present using a Power Point presentation. More details will be given in class.
Final Project – Written Evaluation Plan (30): Students will prepare a written proposal for a program to include the plan and evaluation with supporting documentation. More details will be given in class.
Course Schedule:
January 14, 2006 / Introductions
Overview of Syllabus
Why study program, planning, and evaluation?
January 21, 2006 / Scientific Research in Education
Accountability – State and Federal
No Child Left Behind
Scientifically-Based Research / Begin thinking of a possible program for final project
January 28, 2006 / Diagnosing Educational Needs
Site-Based Data Driven Decision-Making
Campus Planning Evaluation / Read:
Texas Education Agency – District and Campus Planning Guide:
http://www.tea.state.tx.us/accountabilty/dev_sup/index.html
Intro, Chapters 1, 2, & 7 of NSF evaluation handbook
http://www.nsf.gov/cgi-bin/getpub?nsf93152
Assignment Due:
· Bring to class copy of AEIS report and Campus Action Plan http://www.tea.state.tx.us/perfreport/aeis/
· Journal Critique #1
February 4, 2006 / Assessing campus data and Campus Action Plans
Parent Academy (tentative) / Read:
Texas Education Agency – District and Campus Planning Guide:
http://www.tea.state.tx.us/accountabilty/dev_sup/index.html
February 11, 2006 / Assessing campus data and Campus Action Plans
Components of a Proposal
Review of APA Guidelines
Review Evaluation Criteria for Presentations / Read:
Texas Education Agency – District and Campus Planning Guide:
http://www.tea.state.tx.us/accountabilty/dev_sup/index.html
February 18, 2006 / Online class / Read:
Chapter 3 (Design, Data Collection, and Data Analysis) of NSF evaluation handbook
http://www.nsf.gov/cgi-bin/getpub?nsf93152
Assignment Due:
Review of Educational Plan
February 25, 2006 / Needs Assessment
Literature Review
Evaluation Design: Methods for collecting information
March 4, 2006 / Approaches to Evaluation
Quantitative methods in program evaluation
Mixed Methods in program evaluation / Read:
Chapter 4 (Reporting) and Chapter 5 (Examples) of NSF evaluation handbook
http://www.nsf.gov/cgi-bin/getpub?nsf93152
March 11, 2006 / Draft Presentations / Assignment Due:
Draft Presentation of Evaluation Proposals
Written Draft Proposal of Evaluation
March 18, 2006 / Evaluation Design: Methods for collecting information
March 24, 2006 / Course Drop Deadline
March 25, 2006 / Spring Break – No Classes
April 1, 2006 / Reporting Results: Data Analysis, Judgments, and Recommendations
Power, Politics, and Ethics in Program Evaluation
April 8, 2006 / Communicating findings to different audiences
Putting it all together – Program/Plan/Evaluation / Assignment Due: Journal Article Critique
April 15, 2006 / Work on projects – online class
April 22, 2006 / Formal presentations of Evaluation Plan
April 29, 2006 / Formal presentations of Evaluation Plan / Assignment Due: Written Final Evaluation Plan
May 1-5, 2006 / Finals Week