Descriptor 6.1
Types and scope of program plans
Module 1: The Learning Community Framework 

Descriptor 6.2
Program evaluation activities
Module 1: Program Evaluation 

Descriptor 6.3
Procedures for student follow-up
Module 1: Student Follow-Up

Descriptor 6.4
Student involvement in program planning and evaluation
Module 1: Student Inclusion in Program Planning and Evaluation 

Teacher/Administrator Evaluation Checklist 

Planning and evaluating a program which addresses the needs of minorities, adults with disabilities, at-risk, senior citizens, as well as ESL, ABE and GED adult education students requires a cooperative effort among home, school, and community. Demographic shifts, technological advances, and educational equity concerns are major reasons a “learning society” framework is beneficial to adult education programs.

Evaluating such programs requires total consideration for the stakeholders, including students, teachers, community members, local supporting agencies, and administrators.

Focus Area 6.0: Program Planning and Evaluation, is researched in this manual through four descriptors and accompanying modules.  Resources related to these modules are also identified.
 

Descriptor 6.1
Types and scope of program plans.

Module 1:    The Learning Community Framework

Why? 
To meet the challenge of educating diverse groups enrolled in Adult Education programs, and to develop the community education framework. 

How? 
A. Identify documentation that relates to the program planning process.  Ensure that the program plan includes strategies that address the needs of a diverse community.

B. Community education has as its base the philosophy that schools belong to the community and that sharing of resources is mutual.  Reciprocity of facilities, knowledge, time, and any other available resources is encouraged.  The key is that the community must feel it is a stakeholder in the schools. 

Specific strategies to implement the learning community are developed to create community school programs.  Such an approach to program planning can change traditional programs into lifelong learning activities that meet the identified needs of the community.

Involving the community in program planning is one such strategy.  A program plan that encourages community input seems to be the most effective way for addressing educational pursuits of a diverse population.

The development and implementation of a program plan is necessary for several reasons:

• Demographic shifts
• Technological advances 
• Concerns of Educational Fairness
• Undereducated, seeking employment
• Diverse groups- unmet educational needs

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Module 1:    Program Evaluation

Why? 
To assess program effectiveness in meeting the needs of the student population and the community.

How? 
A. Using the following table, determine the current evaluative method used for the Adult Education program. Identify if current methods are meeting the needs of the student population and the community. Document any information gathered via exit interviews and other methods of gathering information (i.e., community council meetings, etc.)

Tylerian Approach: Emphasis is on goals and objectives.  Evaluation is perceived as identifying the degree to which the goals and objectives of a program are met.  Measuring attainment of specific goals and objectives is central to this approach.

Social Scientists’ Approach: Emphasis is on the scientific method.  Experimental designs and concerns of  “quantity” more than “quality” are valued. The “method” employed to evaluate is strictly identified in a scientific manner.

Comparative Approach: Emphasis is on comparing the costs and benefits of two or more programs. Differences in programs are evaluated.

Valuation Approach: Emphasis is on judging a program’s value.  Evaluation is equated with judgment of a program’s worth.

Problem-Solving/Decision-Making Approach: Emphasis is on the process of solving problems or providing information for making decisions about a program.

Systems Analysis Approach: Emphasis is on quantitative data used to relate differences resulting from analysis of program inputs and outputs. Strategies to implement effective inputs to produce wanted outcomes are analyzed.

Utilization-Focus Approach: Emphasis is on supplying stakeholders in a program with useful information. The stakeholders determine the   focus of the evaluation based on their needs. Therefore, the evaluation may hone in on goals, systems, value comparisons, decisions, etc., depending on the needs of the intended users.

B. Determine the purposes behind the evaluative method currently in use. Evaluation guidelines provide a framework for design and implementation of activities and programs. Consider the following points when improving your program evaluation methods:

• Identify the primary users or stakeholders of the evaluation.
• Determine the purpose or goals of the evaluation.
• Collect pertinent information related to the evaluation.
• Analyze information gathered in relation to its “meaning” for primary users.
• Report and share findings from the evaluation with all stakeholders.

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Module 1:   Student follow-up

Why?
To determine whether the adult education program is meeting student needs. 

How? 
A.  Identify documentation of exit interviews, home visits, teacher progress reports, student self-reports and student portfolios which may identify if needs are met. 

B. Follow-up strategies include the following:

• attitudinal surveys
• interviews (entry-exit & follow-up)
• home visits
• job site visits
• teacher progress reports
• student portfolios (for short term and long term goals)
• student self-reports

Using the sample strategies listed above, solicit the help of teachers and volunteers in the community to help increase your follow-up procedures.

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Descriptor 6.4
Student involvement in program planning and evaluation

Module 1:    Student Inclusion in Program Planning and Evaluation

Why?
Student inclusion in program planning will ensure student needs are being met. 

How? 
A.  Identify documentation that shows student input in the program planning process (minutes of meeting, individual notes, etc.) 

B.  Engage students in the planning and evaluation process: 

• When the “learning community framework” is applied to the adult education setting, students play a key role in program planning. 
• Implement user-friendly evaluations. The intended users of any evaluation, including students, assess the purpose of the evaluation and guide its direction according to their identified needs. 

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 Evaluator:__________________ Evaluatee:________________

Can I... 

• Define Community Education?
• Define a Learning Society?
• Identify specific demographic shifts and technological advances that require learning societies to re-evaluate their  programs?
• Cite the different approaches to program evaluation?
• Identify ways to conduct student follow-up?
• Cite ways of involving students in the planning and evaluation  process?