Course Description EDHE 592a Year 1

					           EDHE 592a: Introduction to Program Improvement

                    Overview of Leadership Excellence Academies

    The overall focus of the Academies is to establish a responsive, cost-effective leadership
 development program which utilizes a skills-based approach, grounded in sound leadership and
                        management concepts, principles, and practices.

       The Academies are built upon a foundation of research, theory, professional wisdom, and
        best practices.
       The Academies were developed through a national partnership between the National
        Adult Education Professional Development Consortium and ProLiteracy America.
       Training occurs over time with opportunities for application through a series of interim
        activities and learning projects.
       Technology-based delivery mediums, including online courses, discussion boards,
        electronic portfolios, and webcasts, are combined with face-to-face workshops to expand
        access.
       Workshops and webcasts are facilitated by national trainers with strong backgrounds in
        local adult education management and leadership.
       National certification is available for program managers who wish to pursue national
        certification.
       The program offers a variety of options so that states can select the professional
        development package that best meets their needs.

The Program Improvement Cluster includes a series of six courses. Completion of all six
courses, along with participation in all related activities, is required for national certification and/or
graduate credit. Five of the six courses combine face-to-face workshops with various web-based
activities. The sixth course, The Leadership Approach to Program Improvement: How Leaders
Inspire, Influence, and Achieve Results, is a stand-alone online course with a follow-up webcast
and application activities.

The Leadership Excellence Academies are designed to be delivered over the course of two
years. Participants who are interested in pursuing national certification will complete an
application at the beginning of the second year.

During the two years, participants interested in national certification will be expected to:

       Actively participate in five six-hour face-to-face workshops,
       Complete two one-hour online courses and one six-hour online course,
       Participate in six one-hour webcasts,
       Complete and submit interim activities between four of the six courses, and
       Complete and submit a culminating learning project.

1. Need for professional development
   1.1. Student learning needs
        Adult education programs address the following student needs:
        1.1.1. Demonstrated improvements in literacy skill levels in reading, writing and
                   speaking the English language, numeracy and problem-solving, English
                   language acquisition, and other literacy skills.
        1.1.2. Placement in, retention in, or completion of, postsecondary education, training,
                   unsubsidized employment or career advancement.
        1.1.3. Receipt of a secondary school diploma or its recognized equivalent.




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1.2. Approach
      One of the most important roles of the local program manager is to establish a structure
      and process for continuous improvement. By creating a regular system for identifying
      and prioritizing program and professional development needs, identifying promising
      evidence-based strategies, pilot testing those strategies, integrating practices program-
      wide, and monitoring impact on student outcomes, the program manager can better
      equip teachers with the tools they need for effective instruction. The program
      improvement process begins with the identification of needs from three starting points:
      self assessment, research, and data analysis. The Academy series will focus on these
      starting points and will give local managers the tools and resources to develop and
      implement a program improvement plan based on prioritized needs.

1.3   Program manager knowledge and skills
      To implement the approach described in 1.2, program managers need to be able to:
       Identify three starting points for launching a program improvement initiative.
       Analyze a variety of research-based self-assessments that can be used to
          measure instructional and programmatic strengths and needs.
       Engage staff in adapting self-assessments to reflect local and state policies and
          procedures.
       Use and analyze the results of a teacher/tutor, local director, and/or program self-
          assessment.
       Implement a process for engaging staff in accessing, understanding, judging, and
          integrating research findings into program practice.
       Analyze research findings related to teaching and learning and identify implications
          for program improvement.
       Respond to critical decision points for developing a program improvement plan
          based on research findings.
       Identify a variety of data sources that can provide relevant information for program
          improvement.
       Determine appropriate indicators for flagging potential problems.
       Generate appropriate questions to identify possible causes of problems.
       Use a structure for identifying and piloting program improvement options.
       Examine the latest research on student persistence to determine implications on
          instructional practice, policies and procedures, and professional development.
       Explore a variety of instructional and management strategies that promote student
          persistence.
       Examine professional development options that can help teachers/tutors support
          student persistence.
       Apply research, data, and self assessment information to get new instructors/tutors
          off to a good start.
       Explore the components and available resources of an orientation model for new
          ABE and ESL instructional providers.
       Consider decision points necessary to adapt an effective orientation process to
          program needs.
       Examine strategies for maintaining a quality, engaged instructional staff.
       Define the term leadership and explain the dynamics of a leader-follower
          relationship.
       State key characteristics of effective leaders.
       Analyze their own leadership style.
       Differentiate between the role of manager and leader.
       Engage staff in developing a vision, mission, and core values to guide program
          operations.
       Apply leadership strategies to issues they face in their adult education program.




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          All of these skills will be addressed within the two-year Academy series.

    1.4   Participants

          The Academies are designed to support local adult education leaders and those
          striving to become leaders. The Academies create a dialogue that leads to discovery,
          new knowledge, innovation, and ultimately, to both individual and organizational
          transformation. They do require, however, some extra work and willingness to engage
          staff in program improvement.

          Both new and experienced managers will benefit from participation. As many local
          managers are nearing retirement age, the Academies can also assist with transitional
          planning. The Academies offer a great opportunity to begin training some lead
          teachers or other program coordinators who have interest in assuming the role of
          program manager in the future.

2. Intended Outcomes, Indicators, and Data Sources for EDHE 688

Outcome: As a result     Indicator/Data Source                                     Data Collector
of the Leadership
Excellence Academy,
local program
managers will be able
to:
 Use and analyze        Following the completion of an online course,             Trainers and
  the results of a       Introduction to Program Improvement, and the              ProLiteracy
  teacher/tutor, local   completion of a 6-hour face-to-face workshop,             America
  director, and/or       participants will engage staff in customizing one         Credentialing
  program self-          selected self-assessment, (2) conduct the self-           Manager based
  assessment to          assessment, (3) respond to Program Improvement            on a developed
  identify and           Decision Points; and (4) post responses to an online      scoring rubric
  prioritize program     electronic portfolio.
  and professional
  development needs


 Use a process for      Following completion of a 6-hour face-to-face             Trainers and
  accessing,             workshop, participants will (1) conduct an online         ProLiteracy
  understanding,         survey with their staff to identify program needs         America
  judging, and           based on adult education research findings, (2)           Credentialing
  integrating research   respond to Program Improvement Decision Points            Manager based
  findings into a        based on the results of their online survey with staff    on a developed
  program                and (2) post results to an online electronic portfolio.   scoring rubric
  improvement
  initiative.




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Outcome: As a result    Indicator/Data Source                                    Data Collector
of the Leadership
Excellence Academy,
local program
managers will be able
to:
 Analyze their own     Following completion of an online course,                Trainers and
  program data to       Introduction to Using Data to Guide Program              ProLiteracy
  identify and          Management, and during a 6-hour face-to-face             America
  prioritize problem    workshop, participants will (1) analyze their own data   Credentialing
  indicators and        reports;(2) based on that analysis, identify a program   Manager
  generate questions    improvement need; (3) respond to Program                 based on a
  that will help to     Improvement Decision Points; and (4) post                developed
  identify the          responses to an online electronic portfolio.             scoring rubric
  underlying causes
  of problems.




3. Content, Learning Activities, and Follow Up
   3.1. Content: The Academy is built upon a foundation of research, theory, professional
        wisdom, and best practices. Training occurs over the course of two-years with
        opportunities for application through a series of interim activities and a culminating
        learning project. Technology-based mediums, such as online courses, discussion
        boards, electronic surveys, and webcasts, are combined with face-to-face workshops.

         Leadership topics and competencies build upon the research-based ProNet
         Management Competencies for Local Adult Education Directors. Those competencies
         address areas related to leadership skills, instructional leadership, resource
         management and allocation, human resource management, program monitoring and
         evaluation, professional development practices, and community collaboration.

         The content of the Academy series has been developed by Dr. Lennox McLendon,
         Executive Director of the National Adult Education Professional Development
         Consortium, and Kathi Polis, President of Strategic Training and Resources, Inc.
         McLendon and Polis each have more than 30 years of experience in national, state,
         and local adult education management and instructional design. The content of the
         training series will be based on previously-developed content by McLendon and Polis,
         in addition to new material within the online courses and webcasts.

         EDHE 688 will consist of three prevalent themes:
                        Using Self Assessments to Identify Strengths and Weaknesses
                        Integrating Research Findings into Practice
                        Using Data to Guide Program Management

         The following chart represents the research and professional wisdom base that is
         incorporated into the six themes.

Integrating Research           Using Self Assessments                   Using Data
 NCSALL’s Program              *NCSALL’s Evidence-Based                US Census data
    Administrators’               Program Self Assessment                Program records
    Sourcebook: A Resource      PRONET Teacher and Program                based on national
    on NCSALL’s Research          Manager Competencies                     data standards for
    for Adult Education         Best Practices: State samples of          the Adult Education



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        Program Administrators          program, teacher, and program            National Reporting
       Research related to:            manager self assessments;                System
        The Adult Reading               student focus groups to identify
        Components Study                student needs; and stakeholder
        (ARCS)                          surveys to identify needs of
        The Literacy Practices of       partnering agencies.
        Adult Learners (LPAL)          *National Center for the Study of
        Study                           Adult Learning and Literacy
        The Sustained Silent
        Reading Study
        The Pair Work Study
        The Adult Multiple
        Intelligences
        The Classroom
        Dynamics Study
        The Adult Development
        Study
o

        3.2   Learning activities
              The learning activities include:
                     Large and small group presentation
                     Online courses
                     Webcasts for feedback and coaching
                     Electronic surveys
                     Discussion boards
                     Interim application activities

        3.3   Follow Up
              The Academy series involves a variety of follow up activities that allow program
              managers to adapt and apply what they learn to their particular programs. Following
              the five face-to-face workshops and online courses, the participants have designated
              activities to complete. The charts below show how the follow up activities (indicated as
              “fulfillment criteria”) relate to the outcomes and delivery methods.

              Module 1: Using Self Assessments to Identify Strengths and Needs
                 Training Outcomes           Professional Development        Fulfillment Criteria
                                                       Methods
         By the end of the module, the    Web-based:                       In addition to
         participant will be able to:     A 15-minute online tutorial that participation in all
          Identify three starting points provides an overview of the      training activities,
             for launching a program      modules in Program               participants (1) engage
             improvement initiative.      Improvement Cluster I and an     staff in customizing
          Analyze a variety of           outline of the pilot project.    one selected self-
             research-based self-                                          assessment, (2)
             assessments that can be      A one-hour online course that    conduct the self-
             used to measure              introduces participants to the   assessment, (3)
             instructional and            three starting points for        respond to Program
             programmatic strengths and program improvement: self-         Improvement Decision
             needs.                       assessment, research, and        Points; and (4) post
                                          data.                            responses to




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   Engage staff in adapting      Workshop:                          electronic portfolio.
    self-assessments to reflect   A six-hour workshop that
    local and state policies and  allows participants to explore
    procedures.                   the use of various models of
   Use and analyze the results   research-based self-
    of a teacher/tutor, local     assessments that help identify
    director, and/or program      professional development,
    self-assessment.              instructional, and
                                  programmatic strengths and
                                  weaknesses.
                                  Webcast:
                                  A one-hour Webcast during
                                  which participants discuss their
                                  experiences with adapting,
                                  using, and analyzing the
                                  results of one selected self-
                                  assessment.
     Module 2: Integrating Research into Program Practice
        Training Outcomes            Professional Development         Fulfillment Criteria
                                               Methods
By the end of the module, the     Workshop:                          In addition to
participant will be able to:      A six-hour workshop that           participation in all
 Implement a process for         introduces participants to a       training activities,
    engaging staff in accessing,  process for understanding,         participants (1)
    understanding, judging, and   judging, and integrating a         respond to Program
    integrating research findings variety of research findings       Improvement Decision
    into program practice.        related to teaching and            Points based on the
 Analyze research findings       learning.                          results of their online
    related to teaching and       Web-based:                         survey with staff and
    learning and identify         Participants engage staff in       (2) post results to
    implications for program      completing an online survey to     electronic portfolio.
    improvement.                  identify research-based needs.
 Respond to critical decision    Webcast:
    points for developing a       A one-hour Webcast during
    program improvement plan      which participants discuss their
    based on research findings.   experiences with analyzing the
                                  results of the online survey and
                                  identifying program
                                  improvement priorities.

     Module 3: Using Data to Guide Program Management
        Training Outcomes          Professional Development           Fulfillment Criteria
                                            Methods
By the end of the module, the   Web-based:                           In addition to
participant will be able to:    A one-hour introductory online       participation in all
 Identify a variety of data    course that acquaints                training activities,
    sources that can provide    participants with the variety of     participants will (1)
    relevant information for    data that can be used to             analyze their own data
    program improvement.        identify program improvement         reports during the
 Determine appropriate         needs.                               workshop; (2) based
                                                                     on that analysis,




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       Training Outcomes                Professional Development        Fulfillment Criteria
                                                  Methods
    indicators for flagging          Workshop:                         identify a program
    potential problems.              A six-hour interactive            improvement need; (3)
   Generate appropriate             workshop, developed in            respond to Program
    questions to identify possible   conjunction with each state,      Improvement Decision
    causes of problems.              that focuses on analyzing local   Points; and (4) post
   Use a structure for              program data reports              responses to
    identifying and piloting         generated from each state’s       electronic portfolio.
    program improvement              data system. Participants
    options.                         learn how to analyze their
                                     data, determine problem
                                     indicators, and generate
                                     questions that will help to
                                     identify the underlying causes
                                     of problems. Participants use
                                     their own data during the
                                     workshop to identify a need
                                     and respond to Program
                                     Improvement Decision Points.
                                     Webcast:
                                     During this final Webcast,
                                     participants receive guidance
                                     in planning their culminating
                                     learning project in which they
                                     develop and pilot a program
                                     improvement plan based on
                                     one or more of the needs
                                     identified through the self-
                                     assessment, research survey,
                                     or data analysis.




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   Participants post their interim activities to an online electronic portfolio. The submissions are
   reviewed by the trainers using a developed rubric to ensure valid results. Scoring results of
   eligible participants are forwarded to the certification manager of ProLiteracy America for
   issuance of the national certification recognition. Participants who attend all of the workshops,
   complete the online courses and satisfactorily complete all of the interim activities and
   culminating learning project receive national certification in program improvement.

   During the webcasts that follow each workshop, program managers participate with
   colleagues from other states giving them the opportunity to discuss their interim activities,
   review challenges and successes they experienced, and receive feedback and resource
   recommendations.


   3.4 Role of school leaders
   While this professional development series is designed for local program managers, it is
   important to note that the adult education teachers and other staff members will play an
   important part in the completion of interim activities and the culminating learning project.
   Adult education research indicates that one of the best ways to change teacher practice is to
   involve them in the decision making process. Successful completion of the interim activities
   and culminating project will necessitate program managers to involve their staff in identifying
   and analyzing needs and planning and implementing pilot tests.

4. Evaluation Plan
   4.1. How will the educator demonstrate achievement of the performance outcomes?
        Achievement of the performance outcomes will be demonstrated through the
        successful completion of the interim activities and culminating learning project as
        measured by the scoring rubric.

         What is the anticipated impact on student learning?
         It is anticipated that student learning will be impacted through improved delivery of
         instructional and programmatic services as a result of the identification of program and
         professional development needs, the selection of promising practices, and the
         development and implementation of a program improvement plan to address prioritized
         needs.

         Were follow up activities conducted, as described?
         Follow up activities, as described, are conducted and monitored by ProLiteracy
         America.

         What outcome data will be collected and what is the plan for analyzing the data?
         The Leadership Excellence Academy is a national professional development and
         certification pilot project sponsored by NAEPDC and ProLiteracy America. Formative
         and summative data are collected throughout the project to measure the effectiveness
         of the project and determine necessary changes. Program managers are actively
         involved in the evaluation process and provide recommendations for future revisions
         and development. The outcomes that are measured and evaluated include:
          The practicality and usefulness of interim learning activities and a culminating
              learning project

            The evaluation of the effectiveness of a blended training model that combines face-
             to-face, online courses, and Webcasts.

            The relevancy of the training content.




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             The ability to assist states in building and expanding their professional
              development system for program managers by exploring delivery options and
              incentives.

    4.2   Data analysis and reporting on the evaluation results
          Evaluation data will be analyzed to determine:
           The satisfaction level of the participants related to the practicality and usefulness of
             interim learning activities and the culminating learning project, the relevancy of the
             training content and delivery, and the effectiveness of a blended training model;
           The quality of the products (interim activities and culminating learning project)
             developed by the participants; and
           The usefulness of the Academy design in expanding state’s professional
             development systems for local program managers.



5. Timeline
   5.1. Time for necessary participation
        Participation in all of the required Academy activities for EDHE 688 will total
        approximately 70 hours.

          This includes:

               Participation in:
                       o Three 6-hour face-to-face workshops – 18 hours
                       o Two 1-hour online courses – 2 hours
                       o Three 1-hour Webcasts – 3 hours

               Completion and submission of interim activities between the face-to-face
                workshops – 47 hours




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