88 and that student teachers entering the field are not fully equipped to

88 and that student teachers entering the field are

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for developing family partnerships (p. 88),” and that student teachers entering the field are not fully equipped to create reciprocal relationships with families of diversity. Another study conducted by Garwood, et al (2018)“to understand the complicated and nuanced issue of rural special education teacher burnout (p.37).” Further action research studies have been completed by Chang, et al (2011) and Meyer (2015) illustrated field- based reflections and implications to support traumatized students within the elementary s chool setting. Chang, et al (2011, p. 277) f ocused on special education teachers and working with special needs students that have experienced trauma. Whereas, Meyer (2015) concentrates on teacher development and their understanding of the impact of trauma on students (p. 10-12). Each study presented demonstrates a need to expand the realm of understanding by educators on strategies and interventions to work with traumatized students. Further breadth of scope is needed to fully determine the impact of traumatized students in the learning environment, as well as, how field observations, discussions and work with therapist will aid educators. Within this study archival data provided by Happy Smile Academy and her 31 sister schools within the Caring Management network will be used for data collection and review of all records that have any correlation to supporting teachers working with traumatized students. These records will include leadership/teacher/district meetings, attendance, discipline, behavioral, and therapeutic records. The information provided addresses the need for the HSAC program supporting educators. According to W.K. Kellogg (1998, p. 21) “ explicit knowledge of what works, you can more clearly connect the abstract strategies supporting the program to its concrete activities,: as seen in the above logic model. The long term outcomes include educator retention, decreased chronic absenteeism, and improved educator mental health. Access to some of the short and long term data points is missing at the evaluation site as the initiatives have not 18
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been implemented and are still in the strategic planning stage and implementation of the logic model. The vision of HSAC is to transform and integrate education, health care and community organizations to create a supportive, professional program that measurably improves academic, health, and social outcomes for educators. Part 3: Evaluation Questions Complete the Exercise 4 Evaluation Planning Template below. Then, provide an explanation of the chart, with any updates or revisions you have made as a result of feedback and/or further information you have acquired about the program. Refer to the Program Evaluation text and other resources for information about developing questions. Check alignments with your evaluation type/purpose (formative or summative), your audience, your questions, and information use. (See p. 38 of the Logic Model Guide.) For the purposes of this practice exercise, provide focus area, audience, questions, and uses for formative and summative purposes and address Context, Implementation, and Outcomes (see figure on pl. 36).
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