Discussion: Evaluation to Dissemination

User Generated

znexvrznex

Writing

Description

Dr. Jones is pleased with how you have proposed to collect data and how you will involve stakeholders in the process. Now she would like you to explain how program evaluation information will be shared with stakeholders.

To prepare

Review this week’s Learning Resources, focusing on:

  • Theory-driven evaluation and disseminating data to stakeholders
  • Strategies used to communicate and disseminate information to stakeholders


Post the following as you might explain to your district supervisor, Dr. Jones:

  • Describe the best way to successfully communicate program evaluation information to stakeholders in your educational setting.
  • Distinguish between top-down and bottom-up approaches for disseminating information to stakeholders.
  • Attached is my logic flow model of topic of interest
  • Give specific examples for disseminating information for your specific program evaluation plan.
  • Support your conclusions with two or more references to this week’s Learning Resources and/or scholarly sources within the last 5 years beyond the course material.

Resources to use:

Chen, H. T. (2015). Practical program evaluation: Theory-driven evaluation and the integrated evaluation perspective (2nd ed.). Thousand Oaks, CA: Sage.

Chapter 15, “Evaluation and Dissemination” (pp. 388–411)

Spaulding, D. T. (2014). Program evaluation in practice: Core concepts and examples for discussion and analysis (2nd ed.). San Francisco, CA: Jossey-Bass.

  • Chapter 12,“An Evaluator-in-Training’s Work on a School Advocacy Program” (pp. 159–170)

https://www.samhsa.gov/capt/applying-strategic-pre...


Unformatted Attachment Preview

Running Head: EDUCATION PROGRAM LOGIC MODEL Logic Model Flowchart 1 EDUCATION PROGRAM LOGIC MODEL 2 The importance of adhering to the program evaluation cannot be understated. One of the greatest challenges in the world is to continue to evolve and improve English language learners. Currently, at least 56% percent of public school teachers in the United States have at least two non-native English language learners. However, only about 20% of certified English teachers are professional ELL trainers accredited with teaching English as a second language. Studies have revealed that teachers are aware of this gap and are in huge demand, or somewhat needed by the students who lack proficiency in English (Spaulding, D. T. 2014). Additionally, it is believed that preservice teacher is the Achilles heels in effective English learning citing that the education system has overstated the need for culture validation and the first language of the students. This vantage point has allowed the teachers to view English teaching as a mere event or an object rather than complicated learning process which requires keen interventions (Spaulding, D. T. 2014). The concentrate myopically on the efficacy of the methods used rather than considering the teaching as a development process. The extensive and accepted knowledge shows that preservice teachers are limited inability to take care of the ELL needs. Thus, it is crucial that education and school systems integrate professional teachers and equipment to help the less proficient student in English communication, understanding, and proper language acquisition and internalization. Basically, professional teachers of ELL are expected to understand the cultural nuances involved with the immigrant students or the non-native students, taking a keen focus on adaptation and cultural growth. Technically, they must be well versed in curriculum development and practical strategies on assessment and proper as well as intensive use of technology which will go a long a way in increasing students English language proficiency (Cooksy, L. J., Gill, P., & Kelly, P. A. 2011). Furthermore, the professional has to understand the underlying cultural context, be familiar with the classroom, school, and society knowledge as well as have the will to EDUCATION PROGRAM LOGIC MODEL 3 offer mentorship programs to the needy student. Since many teachers are under-skilled to carry out the task, schools and education system has to initiate the program for professional development which will see enhanced teacher knowledge on how to effectively interact with the English Language Learners. Previously, four professional programs have been proved successful in helping ELL. For instance, the Balderas teachers in California were allowed to undertake the program requiring graduate training funding designed to improve English learning of the non-natives. However, due to conflict of interest, it was noted that it was vital to cultivate crucial long-term commitments among the parties of the program as well as engage precise measurements metrics of looking at the targets and goals (Darling-Hammond, L. 2016). Taking all these facts into perspective, it is imperative that this program is implemented. The outcomes and consequences of the program are in essence positive. The output and results as indicated in the logical flow are pertinent to the issue of student's limitations in English learning. For instance, teacher training will prompt interactive sessions tackling student's challenges in English. This would lead to a typical hands-on skill garnered by the student during the mentorship program and technology utilization, which will then, in turn, improve the efficacy of teaching methods. Consequently, the program would have an immediate effect of an increase in enrollment of students in the quest for the effective English language learning which will then improve English competency levels and more interactions allowing for great development in research and projects as well as economic development. Quality teaching for English Learners (QTEL) widely cites the professional tools needed to assist the students especially the English learners to help them achieve hands-on career readiness. Teachers noticed that QTEL approaches effective and pragmatic because its philosophy is based on the social culture theory and the lessons appeal to both students and the teachers thus enhancing the EDUCATION PROGRAM LOGIC MODEL 4 closeness required in addressing English learning challenges. There are various pillars of success established by QTEL which include initiating high academic rigor, holding big expectations, incorporating a close student-teacher engagement, and devising a high-quality academic program. In conclusion, this program is worth the funding since the results are already validated to be effective. The long-term effects of the program are long-lasting with both parties, teachers, and students gaining which will contribute to the overall country growth. It is thus in the best interest that the program is implemented to garner all the positive consequences associated with the program. EDUCATION PROGRAM LOGIC MODEL 5 References: Cooksy, L. J., Gill, P., & Kelly, P. A. (2011). The program logic model as an integrative framework for a multimethod evaluation. Evaluation and program planning, 24(2), 119-128. Darling-Hammond, L. (2016). Assessing teacher education: The usefulness of multiple measures for assessing program outcomes. Journal of teacher education, 57(2), 120-138. Rush, B., & Ogborne, A. (2014). Program logic models: expanding their role and structure for program planning and evaluation. The Canadian Journal of Program Evaluation, 6(2), 95. Spaulding, D. T. (2014). Program evaluation in practice: Core concepts and examples for discussion and analysis (2nd ed.). San Francisco, CA: Jossey-Bass. Chapter 7, “Evaluation of a Professional Development Technology Project in a Low-Performing School District” (pp. 111–120) EDUCATION PROGRAM LOGIC MODEL 6 Appendix: Program Title: Professional development courses for teachers that work with English Language Learners. Logic Model Flowchart Mission: Improve English Language Learners. Inputs (Resources Dedicated to the Program) Activities (Services Provided) 2.Textbooks (Products of Activities) Effective methods of ELL teachings. More competent ELL. Deliver some interactive ELL sessions that analyses the topic sufficiently 5. Technology Recommend and facilitate the suitable textbook More professional development between teachers and students 100 80 Mentoring campaign about the challenges and importance of English language s for ELL Train the ELL on the most effective Technology used in English Learning. 60 Eas t 40 Wes t 20 0 North 1s t 2nd 3rd 4th Qtr Qtr Qtr Qtr An increase in ELL enrollment. Hands-on skills in the English language 3. Lab equipment 4. Mentorship (Benefits of Program) Short Sufficing research about the challenges faced by English learners 1.ELL Teachers Outcomes Outputs Proper measurements and evaluating of ELL Efficacy in technology usage. Improved knowledge of English usage. Creation of authentic dialogue avenues between students and professionals. Intermediate Long Improved communication between native students and nonnative students Improved academic performance. Meaningful and powerful tools to connect students Significant developments as a result of productive interactions and research projects efficiently undertaken by competent students.
Purchase answer to see full attachment
User generated content is uploaded by users for the purposes of learning and should be used following Studypool's honor code & terms of service.

Explanation & Answer

Attached.

Running Head: PROGRAM EVALUATION

Program Evaluation
Name of the student
Institution Affiliation

1

2

PROGRAM EVALUATION
Program Evaluation
Explain how program evaluation information will be shared with stakeholders
Introduction
Stakeholders are individuals or organization that have something to lose or gain from an
evaluation process and how the knowledge from it will be implemented to fit their best interest.
Stakeholders must be engaged because evaluation cannot be done in isolation without them...


Anonymous
Just the thing I needed, saved me a lot of time.

Studypool
4.7
Trustpilot
4.5
Sitejabber
4.4

Similar Content

Related Tags