Spring 2016
Instructor: Dr. Rodney Thompson / Class Meetings: Monday
Office: Capers, Room 325 D / Class Hours: 5:30 – 8:00.
Telephone: 843-953-8408 (Office)
843-834-0828 (Cell) / Meeting Room: MenRiv Room 206
Email: / Credit Hours: 3
Office Hours: Monday 4:30 – 5:30 @ MenRiv
Tuesday 4:30 – 5:30 @ MenRiv
Wednesday 3:30 – 5:00 @ The Citadel
COURSE DESCRIPTION: Three Credit Hours
A theoretical and applied analysis of the procedures and techniques involved in designing and implementing evaluation and assessment studies of total school programs. Attention will be given to accreditation procedures, minimum standards, legislative requirements, as well as, the assessment of instructional outcomes.
PREREQUISITES: None.
STUDENT INFORMATION: This course is part of the educational leadership program and is intended for students who seek anEd.S. in School Superintendency,or for students who have a Master’s degree and wish to obtainan administrative certification.
REQUIRED TEXTS/MATERIALS:
Childress, S., Elmore, R. F., Grossman, A. S., & Johnson, S. M. (Eds.). (2007). Managing school districts for high performance. Cambridge: Harvard Education Press
**Sanders, J.R. & Sullins, C.D. (2006). Evaluating school programs: an educator’s guide. (3rd ed). Thousand Oaks, California: Corwin Press
LiveText Registration is required for this course.
LEARNING AND DEVELOPMENTAL GOALS
ELCC--Educational Leadership Constituent Council Standards
Conceptual Framework—Principled Educational Leaders—Knowledgeable, Reflective, Ethical
1.2b Articulate a Vision K3-4,R7,E12,15
1.4b Steward a Vision K3,6,R10-11,E12
2.2b Provide Effective Instructional ProgramK1,4-5,R10,E12,14-16
2.2d Provide Effective Instructional ProgramK1,R10-11,E12,14
2.3d Apply Best PracticeK5,R8,E12,16
3.1a Manage the OrganizationK4,R8-11,E14,17
3.1c Manage the OrganizationK4,R10,E12
3.2a Manage the OperationK3-4,R8-11,E12,14-17
3.2b Manage the OperationK3-4,R8-11,E12,14-17
3.3a Manage ResourcesK1-4,R11,E12
6.1a Understand the Larger ContextK1-4,R10,E12-16
CONCEPTUAL BASE: Developing Principled Educational Leaders for P-12 Schools
The Citadel’s Professional Education Unit prepares principled educational leaders to be knowledgeable, reflective, and ethical professionals. Candidates completing our programs are committed to ensuring that all students succeed in a learner-centered environment.
The Citadel’s Professional Education Unit is committed to the simultaneous transformation of the preparation of educational leaders and of the places where they work. Specifically, The Citadel’s Professional Education Unit seeks to develop principled educational leaders who:
- have mastered their subject matter and are skilled in using it to foster student learning;
- know the self who educates (Parker J. Palmer) and integrate this self knowledge with content knowledge, knowledge of students, and in the context of becoming professional change agents committed to using this knowledge and skill to ensure that allstudents succeed in a learner-centered environment; and
- exemplify the highest ethical standards by modeling respect for all human beings and valuing diversity as an essential component of an effective learner-centered environment.
The Citadel’s Professional Educational Unit is on the march, transforming itself into a Center of Excellence for the preparation of principled educational leaders. Through our initial programs for teacher candidates for P-12 schools and our advanced programs for professional educators in P-12 schools, The Citadel’s Professional Education Unit transforms cadets and graduate students into principled educational leaders capable of and committed to transforming our schools into learning communities where all children and youth succeed.
The Citadel’s Professional Education Unit has identified 17 performance indicators for candidates to demonstrate that they are principled educational leaders who are knowledgeable, reflective, and ethical professionals:
Knowledgeable Principled Educational Leaders…
1. know in-depth subject matter of their field of professional study and practice;
2. demonstrate and apply an understanding of developmental and learning theories;
3. model instructional and/or leadership theories of best practice;
4. utilize the knowledge gained from professional study to develop and implement an educational program that is varied,
creative, and nurturing;
5. integrate the use of technology;
6. demonstrate a commitment to lifelong learning.
Reflective Principled Educational Leaders…
7. develop and describe their philosophy of education and reflect upon its impact in the teaching and learning environment;
8. develop and manage meaningful educational experiences that address the needs of all learners with respect for their
individual and cultural characteristics;
9. construct, foster, and maintain a learner-centered environment in which all learners contribute and are actively engaged;
- apply their understanding of both context and research to plan, structure, facilitate, and monitor effective teaching and
learning in the context of continualassessment;
11. research their practice by reflectively and critically asking questions and seeking answers.
Ethical Principled Educational Leaders…
12. apply reflective practices;
13. demonstrate commitment to a safe, supportive learning environment;
14. demonstrate high values and a caring, fair, honest, responsible, and respectful attitude;
15. establish rapport with students, families, colleagues, and community;
16. value diversity and exhibit sensitivity to and respect for cultures;
17. exhibit prompt regular attendance, wear professional attire, and communicate in standard English.
RELATIONSHIP OF THIS COURSE TO THE CONCEPTUAL BASE:
Performance Assessment Codes:
P Participation F Professional Portfolio G Group Discussion I Interview O Observation
E Exam WV Website Review T Thesis/Paper S Simulation V Volunteer RD Reading SP Presentation PR Project SH Shadowing CS Case Study DA Data Analysis
SA Self Assessment WR Written Reflection CH Checklist
Dimension Level Codes:
1.Awareness 2. Understanding 3. Capability
Learner-Centered Performance Assessment Codes
1.2b – Articulate a Vision
Candidates demonstrate the ability to use data-based research strategies and strategic planning processes that focus on student learning to develop a vision, drawing on relevant information sources such as student assessment results, student and family demographic data, and an analysis of community needs.
Performance Activities / AssessmentExplore Appreciative Inquiry as an approach to strategic planning, evaluation, and as a tool for developing a collective vision. G2, WR2 / Create a vision statement for a specific school district program that has the potential for engaging and exciting stakeholders and establish goals for the program. WR3
1.4b – Steward a Vision
Candidates understand the theory and research related to organizational and educational leadership and engage in the collection, organization, and analysis of a variety of information, including student performance data, required to assess progress toward a district’s vision, mission, and goals.
Performance Activities / AssessmentResearch various models and approaches for evaluating school programs. RD1, G2 / Employ a logic model to formulate questions for a program evaluation. PR3, S3
2.2b – Provide Effective Instructional Program
Candidates are able to use qualitative and quantitative data, appropriate research methods, technology, and information
systems to develop a long-range plan for a district that assesses the district’s improvement and accountability systems.
Performance Activities / AssessmentReview data collection methods and employ quality tools (e.g., Pareto chart, force field analysis, box and whiskers plot, Gantt chart) to analyze student performance data and plan for continuous improvement. DA2, P2 / Develop a proposal for assessing a school district’s program(s) that specifies qualitative and quantitative data collection methods.
PR3, SP3, S3
2.2d – Provide Effective Instructional Program
Candidates demonstrate the ability to allocate and justify resources to sustain the instructional program.
Performance Activities / AssessmentReview a school district grant, focusing particularly on the evaluation plan. RD2 / In the spirit of continuous improvement, strengthen the evaluation piece of a school district grant, applying knowledge and skills gained in the class. DA3, CS3, T3
2.3d – Apply Best Practice to Student Learning
Candidates understand how to use appropriate research strategies to profile student performance in a district and analyze
differences among subgroups.
Performance Activities / AssessmentCompile a list of instructional programs and the student populations the programs were designed to address.
PR2, I2, WR2 / Prepare an electronic presentation for the principals of the district that show effective programs and programs in need of improvement. Validate the district’s efforts to meet diverse student needs and improve the performance of various subgroups. D3, SP3
3.1a – Manage the Organization
Candidates demonstrate the ability to use research-based knowledge of learning, teaching, student development, organiza-
tional development, and data management to optimize learning for all students.
Performance Activities / AssessmentInterview district and building level administrators about the forms of program assessments employed in the district and how the results are used to justify and allocate resources. I2 / Analyze data from an existing school program to determine its strengths and weaknesses and make recommendations for improvement based on research regarding best practices. DA3, P3
3.1c – Manage the Organization
Candidates demonstrate the ability to manage time effectively and to deploy financial and human resources in a way that
promotes student achievement.
Performance Activities / AssessmentCalculate costs and develop a proposed budget for a program evaluation, as well as a plan for deploying personnel. S2 / Conduct a cost-benefit analysis for inclusion in an assessment of school programs proposal and develop a timeline (Gantt chart) for conducting assessment activities. PR3
3.2a – Manage the Operation
Candidates demonstrate the ability to involve stakeholders in aligning resources and priorities to maximize ownership and accountability.
3.2b – Manage the Operation
Candidates can use appropriate and effective needs assessment, research-based data, and group process skills to build consensus, communicate, and resolve conflicts in order to align resources with the district vision.
Performance Activities / AssessmentConduct a focus group session with stakeholders to determine elements of a school program that support or detract from the quality of the program. I2, G2 / Conduct a formative assessment (e.g., process monitoring study) of an existing program by analyzing results of the focus group session.
D3
3.3a - Manage Resources
Candidates use problem-solving skills and knowledge of strategic, long-range, and operation planning (including applications of technology) in the effective, legal, and equitable use of fiscal, human, and material resource allocation that focuses on teaching and learning.
Performance Activities / AssessmentRead and analyze case studies to determine strategies for leading/managing school districts for high performance and quality. R1, WR2, CS2, G2 / Conduct a reflective case study analysis and write a reflection.
CS3, WR2, RD2
COURSE REQUIREMENTS/ASSIGNMENTS:
Assessment of School Program Proposal - The superintendent and board of education wants to hire an external evaluator for one of its programs. A maximum of $9,000 in state/federal funds has been set aside for the purpose of this evaluation. Develop an evaluation proposal to be presented to these stakeholders. The proposal is expected to address all elements of a good evaluation proposal and meet the standards presented in the Joint Committee on Standards for Educational Evaluation’s Program evaluation standards. Additionally, the paper is expected to demonstrate your ability to apply knowledge and skills introduced and developed in the course. Students are encouraged to write a program evaluation proposal for their own school district. Specifically, the proposal should include: (a) the focus of the evaluation, (b) a flow chart showing evaluation activities, (c) the goals of the program, (d) a planning matrix, (e) the time sequence for implementation shown on a Gantt chart, (f) a budget and cost-benefit analysis (of both tangible and intangible outcomes), (f) data collection methods, and (g) the theoretical evaluation models or approaches being advocated. The Assessment of School Programs rubric will be used to evaluate proposals.
Presentation of Assessment of School Program Proposal – Prepare a persuasive, electronic presentation of the proposal to the “governing body” (superintendent, curriculum director, and board members) and deliver it to the class. The presentation will be assessed in five areas: (a) convincing logic relevant to the target audience, (b) technical quality, (c) organization, (d) content, and (e) effective communication skills.
District Self-Assessment – Your school district will undergo a comprehensive assessment and evaluation audit of an existing program in the next year. The district assigned you to identify areas where best practices must be underscored. As your part in helping the district through a self-diagnostic process, you will complete the following:
(a)Conduct a formative, process assessment of an existing school program by: (1) holding a focus group session with stakeholders and (2) using a modified version of Jim Cox’s Analysis of Process Sample.
(b) Analyze existing data from the school program to determine its strengths and weaknesses. Employ one data collection
tool you have never used before to collect additional data.
(c) Based on research regarding best practices, suggest how the program could be improved.
(d) Present your findings in a paper that includes: (1) background information about the program, (2) data shown
in charts and graphs, (3) an analysis of the data, (4) an action plan for improving the program, (5) a description of the
strengths and weaknesses of the program and (6) at least three references to sources you used to identify “best
practices”. Please adhere to APA, 6th edition, form and style.
Journal Review: Summary and Analysis (2)–Retrieve pertinent journal article (provided), on Program Assessment that may be appropriate for developing Program Assessment theories. Write a summary and analysis formatted in APA Style, 6th edition that contains: a title page, summary and analysis. Citation of journal article should be posted on top of page 2. See provided examples. Completed assignments should be posted on LiveText prior to the due date. This activity is worth10 Points. This assignment provides evidence for 2.3a, b, and c
Case Studies of Program Assessment(5)–Principals face personnel issues frequently and must be able to respond to these situations calmly and appropriately. You will analyze case studies and educational scenarios. Case Study responses should be posted on the LiveText group page. You will be asked to reflect upon the decision that you or your team would make in each situation (Each team should answer the questions on the discussion board. Students will be assigned to a team. This assignment provides evidence for 2.3b and 6.1.This activity is worth a total of 20 points.
ASSESSMENT PROCESS:
Assignment/Project / PercentAssessment of School Program Proposal / 30%
Presentation of Assessment Proposal / 20%
District Self-Assessment / 30%
Reflective Case Study Analysis / 10%
Journal Review / 10%
Total Points = 100 points / 100%
EVALUATION OF STUDENT PERFORMANCE:
Final Grade: The final grade will be based on the following grading scale:
90-100=A, 86-89.9=B+, 80-85.9=B, 76-79.9=C+, 70-75.9 C, and 0-69.9 F
CLASS EXPECTATIONS
Class Attendance/Participation
One of the most important aspects of the education profession is that of professionalism. Punctual attendance in class is expected. Students are expected to attend ALL class sessions and complete all LIveText activities. They are expected to participate
positively in class activities including lectures, site visits, discussions, simulations, and role-playing exercises.
The college policy will be followed. Please refer to The College of Graduate and Professional Studies Handbook on college attendance.
“Regular attendance is required of all graduate students. In case of absences due to sickness or other circumstances beyond
their control, students should notify the professor. A student who has missed four (4) scheduled meetings may be dropped
from the course unless extenuating circumstances exist. Decisions in this matter will be by the head of the department in which the student is majoring, after consultation with professors. Students dropped from courses because of excessive
absences will receive a grade of “W” or “F” as may be appropriate.”
Unexcused absences may result in a one letter grade reduction per absence.
Disability Disclosure
If you need accommodations because of a disability, please inform me immediately. Please see me privately, either after class or in my office. To initiate accommodation, students must register with the Office of Access Services, Instruction and Support (OASIS) located in room 105 Thompson Hall or call 953-1820 to set up an appointment. This office is responsible for reviewing documentation provided by students requesting academic accommodation and for accommodation in cooperation with students and instructors as needed and consistent with course requirements.
Honor Statement
As a professional educator, integrity is an expectation. Students of The School of Education at The Citadel are expected to meet the standards set forth in the Citadel Code (Available at: Cheating and plagiarism violationswill be reported and a failing grade will be assigned for the work in question. This class will follow The Citadel Honor Manual regarding plagiarism: "Plagiarism is the act of using someone else's words or ideas as your own without giving proper credit to the sources:
- When you quote another's words exactly you must use quotation marks and a footnote (or an indication in your paragraph) to tell exactly where the words came from, down to the page number(s). When you mix another's words and ideas with your own in one or more sentences, partially quoting the source exactly and partially substituting your own words, you must put quotation marks around the words you quote and not around your own. Then you cite the source, down to the page number(s).
- When you paraphrase another's words or ideas, that is, when you substitute your words for another's words, but keep their idea(s), you do not use quotation marks, but you must cite the source, down to the page number(s).
- When you use only another's idea(s), knowing that they are the other's ideas, you must cite the source of that idea or those ideas, down to the page number(s).
- Citing the source means giving, as a minimum, the author, the title of the book, and the page number. (The Citadel Honor Manual)
Cell Phone Policy
For the respect of your colleagues, all cell phones should be turned off and may not be used during class meetings.
INSTRUCTIONAL UNITS AND ASSESSMENTS: The schedule and activities are subject to change based on class needs.
Unit Topic or Title / ELCC Standards / Date / Session # / Assignments / Assessments-Course Introduction
-Review Syllabus
-Course Expectations / Jan. 11, 2015 Session # 1 / Evaluating School Programs: An Educators Guide
No Class / Jan. 18, 2015 MLK Holiday
-Why Program Evaluation (Goals)
-Focusing the Evaluation
-Joint Committee on Standards for
Educational Evaluation’s: Program
evaluation standards
-Case Study 1 / Jan. 25, 2015Session # 2 / Evaluating School Programs to Increase Student Achievement. Chapter’s 1 & 2
-Guest Speaker: District Results from
Outside Evaluation
-Collecting Information / Feb. 1, 2015 Session # 3 / Evaluating School Programs to Increase Student Achievement. Chapter 3
Review Case Study 1
Journal Review:
Collecting and Utilizing Evaluation Research forPublic Good and on Behalf of African AmericanChildren / Feb. 8, 2015 Session # 4 LiveText Session / Journal Review # 1
Due Feb. 13, 2016
-Analizing and Organizing Information
-Reporting Information
- Jim Cox’s Analysis of Process Sample
-Case Study # 2 / Feb. 15, 2015 Session #5 / Evaluating School Programs to Increase Student Achievement. Chapter’s 4 & 5
Program Evaluation / Feb. 22, 2015Session # 6
Online/Working Session / District Self-Assessment
Administering the Evaluation
Case Study # 3 / Feb. 29, 2015
Session # 7 / Evaluating School Programs to Increase Student Achievement. Chapter’s 6 & 7
Journal Review
Duval County Case Study / March 7, 2015
Session # 8
LiveText Session / Journal Review # 2
District Self- Assessment Due: March 14, 2016 Due March 7, 2016
Administering the Evaluation
Case Study # 4 / March 14, 2016
Session # 9 / 1.Focus of the Evaluation
2.Flow chart showing evaluation activities
3.Goals of the program
Program Evaluation
Case Study # 5 / March 21, 2016
Session # 10 / 4.Planning Matrix
5.Time sequence for implementation shown on a Gantt chart
No Class / Spring Break
Program Evaluation / April 4, 2016
Session # 11
Online Working Session / 6.Budget and cost benefit analysis (of both tangible and intangible outcomes)
Program Evaluation / April 11, 2016
Session # 12
Online Working Session / 7.Data collection models
8.Theoretical evaluation models or approaches being advocated
April 18, 2016
Session # 13 / Presentation of Assessment Proposal
April 25, 2016
Session # 14 / Presentation of Assessment Proposal
1