Running Head: EDUCATION PROGRAM LOGIC MODEL
Logic Model Flowchart
1
EDUCATION PROGRAM LOGIC MODEL
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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
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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
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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.
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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)
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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.
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