Program Evaluation Plan_Part Two_BOUTWELL_9.12.2016.docx -...

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Running Head: PROGRAM EVALUATION PLAN – PART TWO 1 Analysis and Presentation of Historical Views of Leadership Revised Program Evaluation Plan: Part Two Hillary D.S. Boutwell University of Phoenix
PROGRAM EVALUATION PLAN – PART TWO 2 TABLE OF CONTENTS Contents Page Stakeholders ........................................................................................................................................ 3 Evaluation Model and Methodology .................................................................................................. 4 References ........................................................................................................................................... 7 Appendices .......................................................................................................................................... 8
PROGRAM EVALUATION PLAN – PART TWO 3 Program Evaluation Plan School Name: Tarboro High School Topic for Consideration: Discipline STAKEHOLDERS The table below identifies six groups of stakeholders directly affiliated with Tarboro High School. These groups include: (a) students; (b) teachers and certified staff; (c) support staff and classified staff; (d) building level administrators; (e) parent and family members; and (f) external stakeholders. The matrix presents descriptive actions in the following five fields: (a) stakeholder standards; (b) accreditation requirements; (c) stakeholder influences; (d) responsibilities; and (e) obtaining buy-in. Table 1. Stakeholder Matrix Standards Accreditatio n Requirement Stakeholder Influence Responsibilities Obtaining Buy-In Students Students who enrolled at the school on, or before, September 1, 2016. Students who have missed <10 Students must have completed requirements to enter the public high school setting. Discipline impacts time-on-task and student learning (Irvin, Tobin, Sprague, Sugai, & Vincent, 2004; Van der Doef & Maes, 2002). Student required Help develop school-wide expectations matrix (see Appendix A). Accept, and adhere to, student consequence matrix (see Appendix B). Maintain 100% time on task, bell-to-bell Develop school-wide incentive program to reward student growth, student achievement, and decreases in disciplinary infractions. Teachers/ d Staff Certified members who were employed with the school on, or after, August 1, 2016. Includes all certified instructional Conferred Bachelor’s Degree in corresponding content area. Discipline impacts time-on-task and student learning (Broidy, et. al., 2003; Nagin & Tremblay, 1999). Certified staff member required techniques to address negative Help develop, and implement, school-wide expectations matrix (see Appendix A). Accept, and adhere to, student consequence matrix (see Appendix B). Maintain visibility. Maintain 100% time on Develop and implement professional development and support opportunities designed specifically to enhance in-place programs. Offer Continuing Education Units (CEUs) for professional development participants. Note and praise certified staff associated with increases in achievement and decreases in disciplinary infractions. Support Staff/ aff Support staff who were employed with the school on, or after, August 1, 2016. Includes: teacher assistants, bus drivers, High School Diploma.

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