The Table of Contents from a

"Program Evaluation Final Report" Barry Has Done

 

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This Table of Contents was actually used in a final report for a major program evaluation which Barry conducted during school year 2000-2001. The term "Phase 2" refers to this year as the second in a three year pilot program. This outline is provided here to give you a sample of the high quality, comprehensive work which Barry does.

The length of this report was more than typically is provided due to two factors:

• A complete change in the client's staff and supervisor toward the end of the year and the subsequent need to acquaint them with all that had happened prior to their arrival.
• To include information deemed necessary by the client to justify program changes which were being questioned by the State Board.

- TABLE OF CONTENTS -

ESC Region XI TxBESS Program Evaluation Report: Phase Two 2000-2001

By Barry Sweeny, External Evaluator, June 30, 2001

• 1. Executive Summary page 4
• 2. Introduction page 5
  • A. Program evaluation history in the Region XI TxBESS Program
  • B. Purpose of the Phase Two Report
  • C. The use of the data from each year of the project
  • D. Goals of the State TxBESS Program
  • E. The purposes, goals, and objectives of the regional induction pilot program
  • F. Alignment of the regional and state TxBESS Program goals
  • G. Phase Two Goals for the Region XI TxBESS Program
  • H. Overview of the regional program and evaluation activities
• 3. The conceptual basis for the regional teacher induction project page 9
  • A. The basis for the program plan
    • 1. Research on beginning teacher needs
    • 2. District needs (ie. retention, effective teaching, student learning)
    • 3. Best practice in teacher induction and mentoring that address the needs & goals
      • a. The ATE Novice Teacher Support Framework
      • b. Sweeny Best Practice Model
      • c. The TxBESS Program Standards
• 4. The Regional Teacher Induction Program Model page 11
  • A. The region's concept of the "Ideal" Program Model
  • B. The Structure of the Region XI TxBESS Teacher Induction Program
  • C. The alignment of program objectives and activities
  • D. Flexible program approaches to address the needs and goals
    • 1. Assessment of current programs and practices against best practice
    • 2. Planning with stake holders regarding improvement of programs and practices
    • 3. Building on existing program and personnel strengths
    • 4. Customized delivery of training and other services
• 5. The Research and Evaluation Framework page 19
  • A. TxBESS Pilot Program Standards, a comparison with other best practice models
  • B. Development of regional Revised TxBESS Program Standards
  • C. Development and use of the Regional TxBESS Partner Expectations
• 6. Data collection page 20
  • A. The Development of the Program Evaluation System
  • B. The data collection model
    • 1. The Data Collection Plan
    • 2. Explanation of the data sources
    • 3. Explanation of data collection methods
  • C. The data collection process and problems, and the evolution of the process
• 7. Summary of the data collected page 25
  • A. Phase two program participation
    • 1. District participation
    • 2. University participation
  • B. Program implementation
    • 1. Use of the Ideal Program Model to Improve District Beginning Teacher Support Programs
    • 2. Implementation of the Ideal Induction Program Model in Participating District Programs
    • 3. The Pattern of Implementation of the TxBESS Ideal Program Model
    • 4. The Implementation of Planned Phase Two Program Improvements
  • C. Description of the project activities
  • D. Interest in participating in phase three
  • E. Program impact
    • 1. The data about program impact on participants
    • 2. The data about program impact on participating district beginning teacher support programs
    • 3. The data collected based on the revised TxBESS Program Standards
• 8. Data analysis and conclusions drawn from the data patterns, trends and other information page 48
  • A. Analysis of the reasons for lower participation in phase two
  • B. The credibility of the data
  • C. The extent of program implementation and activities
  • D. Program impact
    • 1. On participant groups
    • 2. Relative to the program goals
  • E. The Regional Teacher Induction Program
    • 1. The overall program
    • 2. Each program component
    • 3. The program partnership
  • F. The State TxBESS Program
  • G. The program evaluation process
• 9. Recommendations for program refinement page 71
  • A. For the Regional Teacher Induction Program
    • 1. For the Region XI TxBESS program leadership
    • 2. For each program component
    • 3. For the partnership and each program stake holder group
  • B. For the State TxBESS Program
  • C. For the program evaluation process
• 10. Appendix page 77
  • A. Data collection instruments
  • B. Other documentation