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WELCOME BACK!!. TUESDAY. Response to Feedback. Gallery Walk. GrantMakers Reading. Roles for Theory in Evaluation. Social Science Theory Program Theory Evaluation Theory. Program Theory.

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Welcome back

WELCOME BACK!!

TUESDAY


Response to feedback

Response to Feedback


Welcome back

Gallery Walk


Grantmakers reading

GrantMakers Reading


Roles for theory in evaluation

Roles for Theory in Evaluation

  • Social Science Theory

  • Program Theory

  • Evaluation Theory


Welcome back

Program Theory

A systematic configuration of stakeholders’prescriptive assumptions (what actions must be taken) and descriptive assumptions (what causal processes are expected to happen) underlying programs, whether explicit or implicit assumptions.

  • Chen, p. 136, Evaluation Roots, 2004


Welcome back

  • A leadership retreat, where participants (a) learn the tools they need to carry out a community of practice (b) create a one year action plan, and (c) create an evaluation plan for the community of practice results

  • Formation of the community of practice itself, where participants (a) conduct inquiry, (b) share ideas, (c) pilot change, and (d) document and evaluate

  • Sustain ongoing recursive practice, where

  • participants (a) create a cycle of inquiry and change, (b) become trainers for the next generation, and (c) institutionalize the work


Theory of change

Theory of Change

Long Term Outcomes

Medium Term Outcomes

Impact

Short Term Outcomes

Activities

Leveraging Mechanisms


3csn toc work

3CSN ToC Work


3 csn s toc narrative

3CSN’s ToC Narrative

  • “If we provide training on networking and we use action research methodologies, community college professionals will transform their environments and identities to create communities of practice that will produce powerful learning and working across campuses. This will lead to greater student success.”


Logic modeling

Michael’s stuff

Logic Modeling


Welcome back

Definition of a Logic Model

The program logic model is defined as a picture of how your organization does its work – the theory and assumptions underlying the program. A program logic model links outcomes (both short- and long-term) with program activities/processes and the theoretical assumptions/principles of the program.

- The W.K.Kellogg Foundation Logic Model Development Guide


Why create a logic model

Why Create a Logic Model?

Logic models provide a “Road Map” of a program.

  • Drawing a picture of expected program achievements and how the achievements will be realized.

  • Creating a visual of relationships hypothesized to exist between the program activities and the intended program effects

  • Logic Models describe expectations/intentions of a program.


  • Welcome back

    CDC Evaluation Framework


    Action change

    Action &Change

    Resources/ Inputs

    Outcomes

    S/M/L

    Outputs

    Impact

    Activities

    Theory of Action

    Theory of Change


    Welcome back

    Planned Work

    Intended Results

    Program Theory-Driven Evaluation

    Resources and Inputs

    Activities

    Outputs

    Outcomes

    Impact

    Assumptions


    Common logic model components

    Common Logic Model Components

    Long

    term

    Short

    term

    Intermediate

    Assumptions: The underlying assumptions that influence the program’s design, implementation or goals

    External Factors/Context: Description of environment in which program takes place


    Constructing a logic model

    Constructing a Logic Model

    • Move from right to left answering the following questions:

      • What do I want to accomplish with this program?

      • What changes do I expect to see from this program?

      • In whom or what will these changes occur?

      • What do we do to affect change?

    • Then revise, refine, and more precisely describe and visually depict the relationships among components

    • Connect components with arrows…to show flow

    • Describe the context in which your program resides & operates


    Logic model exercise

    Logic Model Exercise

    • Get together in your teams and begin to identify elements

    • Remember to:

      • Start with desired outcomes – short list – consensus

      • Discussion of how outcomes might occur

      • Leads to details of how the program is expected to affect intermediate outcomes (know as proximal outcomes or mediators)

      • Draft of program theory/logic model is developed


    Logic model analyses

    Logic Model Analyses

    • What is your ultimate outcome?

    • What is your theory of change? Your theory of action?

    • What part of this model do you expect to evolve and on what schedule?

    • Are the outputs indicators of activity?

    • Are the outcomes indicators of change?

    • Can you identify potential stumbling blocks?

    • What resources might be added?

    • Other ideas for improvement?


    Step 2 describe the program logic model example hiv prevention program for native americans

    Step 2: Describe the ProgramLogic Model Example HIV Prevention Program for Native Americans


    Welcome back

    CA Success Network (CA SN) Logic Model

    California community colleges must expand their capacity to improve student outcomes in basic skills instruction, English as a Second Language, and related support services. Colleges report that 70-90% of entering students place into one or more basic skills course areas: reading, writing, and/or mathematics. The statewide course completion rate in basic skills is 60.5%, and only 50% of those students persist to and complete the next level course. Historically underrepresented students are over-represented in basic skills courses, and their success rates are frequently lower than the rates for other student groups. Community colleges' efforts to improve outcomes in basic skills cannot be separated from their responsibility to produce equitable graduation, certificate, and transfer rates for historically underrepresented and underprepared students.

    Inputs

    Activities

    Short-Term Outcomes

    Long-Term Outcomes

    Resources

    -ASCCC

    -Steering Committee

    -LACCD Fiscal Agent & Consortium Coordinator

    -BSI LACCD Project Director

    -BSI Regional Network Coordinators

    -Campus BSI Coordinators

    -Student Advocates

    -Campus BSI Action Plans

    -Sustainable information sharing sites

    Coordination with core organizations

    (Alliance building among ASCCC, LACCD Project, Other Partners)

    -Guide statewide infrastructure development

    -Assist in securing funds for acquiring additional resources to support State & Regional infrastructure

    Statewide Adoption of Policies that Support Innovative/ Alternative & Engaging

    Methodologies /Pedagogy at CCCs

    Formally engage key CCC policy makers

    (e.g., APG groups, Local Board of Trustees)

    Local Policy Adoption Supporting SN & Other BSI Initiatives

    Create statewide infrastructure

    (Permanent learning network among 110 Colleges and a CCC Center)

    -Establish statewide coordinating center

    -Guide the development of and coordinate & support a system of regional networks

    -Coordinate & support partnerships among professional development efforts

    -Provide vision & support for the development of innovative professional development

    activities

    -Introduce & engage in collaborative evaluation activities that generate knowledge

    about effective learning to transform practice

    Innovative/ Alternative & Engaging

    Methodologies /Pedagogy at CCCs

    Collaborative Learning Networks

    Create regional level infrastructure (networks)

    -Develop & support long-term on-going regional professional development training & supporting materials for the target

    population

    -Develop infrastructure for colleges to learn about & share innovative instructional programs

    -On-going evaluation of professional & program activities, including benchmark assessment & capacity building

    Target Population

    -Administrators

    -Faculty

    -Support Staff

    -Students

    Skilled Implementation of Responsive, Innovative, Integrated Essential Academic Skills Curriculum

    Develop a cadre of campus leaders

    -Conduct Summer Leadership Institute, ASCCC Workshops, Other Leadership Institutes & on-going professional

    development activities

    -Develop strategies to retain effective leaders

    -Guide annual revision of Campus BSI Action Plans

    -On-going evaluation of the process and impact of professional development activities

    Increased Success of Students’ Personal Goals, Completing AA/AS & Certificate Programs &

    Transferring to 4 Yr Colleges

    Promote models of effective practices

    -Build capacity of all faculty to teach students who are underprepared for learning in college courses

    -Develop Web-based, virtual teaching & learning communities, including a virtual resource library

    -Engage in collaborative evaluation activities

    Increased Learning, Success & Persistence of Students


    Welcome back

    Sample Logic Model Framework

    source: http://www.uwex.edu/ces/pdande/evaluation/evallogicmodel.html


    Professional learning rubric

    Professional Learning Rubric


    Professional learning rubric1

    Professional Learning Rubric

    • Develop Indicators of Change for Your Professional Learning Hub using Wenger’s Community of Practice framework and Impact Definitions through Value Creation Stories


    Network levels

    Network Levels


    Wenger s community and network values

    Wenger’s Community and Network Values

    Wenger, Trayner, de Laat (2011) Promoting and assessing value creation in communities and networks: a conceptual framework.


    Immediate value

    Immediate Value

    • Activities and interactions (e.g., meetings, trainings, lunches)

    • Intentional and unintentional

    • Knowledge exchange


    Potential value

    Potential Value

    • Enlightenment

    • Personal assets

    • Relationships

    • Resources

    • Collective

    • Transformation


    Applied

    Applied

    • Leveraging networks

    • Applying a new teaching strategy

    • Forming an inquiry group

    • Applying for funding

    • Shifting pedagogy to recognize a different domain of learning


    Realized

    Realized

    • Impact, beyond changes in practice

    • Outcomes at various levels

    • Short-term, rather than long-term, requiring leveraging beyond practice changes


    Reframing

    Reframing

    • Creating new definitions for success

    • Reconsidering measurements

    • New instruments

    • Can occur at every level of measurement


    Rubric development exercise

    Rubric Development Exercise

    • 15 Minutes

    • Appoint a spokesperson and a note-taker

    • Identify at least one entry for each cell

    • Think about your PL Hub

    • Come back together and share out


    Working session

    Working Session

    So far, we have thought through several organizing frameworks to help you plan and/or articulate the learning that needs to happen on your campus to enact your theory of change.

    • Change Narrative (poster)

    • Theory of Change

    • Rubric

    • Logic Model


    Working session1

    Working Session

    • Pull the pieces together

    • How do the pieces fit together to help you articulate a plan and a vision for your professional learning hub?

    • For homework, create clean, updated versions of your logic model and theory of change


    Working session2

    Working Session

    • Tomorrow, you will workshop and revise these with another college team

    • If you want a hard copy, email them to Crystal:

      [email protected]


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