NORTHEASTERN STATE UNIVERSITY
COLLEGE OF EDUCATION
DEPARTMENT OF TEACHER EDUCATION
COURSE SYLLABUS, FALL 1999
I. COURSE NUMBER AND TITLE
EDUCATION 5923;
SEMINAR IN EDUCATION: PROGRAM DESIGN and EVALUATION
Meets Thursdays : 5:20 pm - 8:00 pm
Dr. Richard D. Cronk (918) 456-5511 Ext 3739; e-mail cronk@cherokee.nsuok.edu
II. PREREQUISITES
Graduate standing and admitted to the School Administration Program. Twelve hours of
education and permission of the instructor and the department head. Curriculum I and
Advanced Education Measurements are recommended.
III. CATALOG COURSE DESCRIPTION:
This seminar will provide an opportunity for advanced graduate students to do in-depth
research on problems related to specific interests in problem areas of education, i.e. Program
Design and Evaluation.
IV. KNOWLEDGE BASE
This course is based on specific philosophical assumptions about teaching, learning, and schooling that underlie all basic programs which prepare professional educators to work in public school settings. These philosophical assumptions are stated in terms of the responsibilities and obligations of professional educators as stated in the theme of the program. It is assumed that it is the responsibility of professional educators, as it relates to this course, to:
A. Understand the design and conduct of an educational program to meet the concerns and needs of students, families, and the community.
B. Incorporate into the process of developing education programs, local initiatives, concerns, and priorities.
C. Link administrative principles to program goal attainment.
D. Explain ways in which the resources may be utilized to improve the decision making
process and program effectiveness.
This course will emphasize development of students' understanding of this research and its
implications for organizing curriculum and instruction. The main emphasis will be on the
course topics' representation in the current professional literature and how they are applicable
in the public school.
V. CONCEPTUAL FRAMEWORK
The conceptual framework for the Teacher Education Program at Northeastern State
University consists of an Organizing Theme, "Professional Educators as Facilitators."
The program is based upon the concept: The Professional educator is a facilitator of
growth and learning for all students under his/her care. This concept is implemented by a
curriculum based upon the following five Sub-themes:
A. An understanding of Multicultural Diversity and Global Perspectives in American
Society and it relation to schooling.
B. An understanding of Effective Teaching Practices reflected in part in the research-based
Oklahoma Department of Minimum Criteria for Effective Teaching Performance.
C. An understanding of Group Learning Strategies.
D. An understanding of Reflective Thinking and its application to teaching processes and
problem solving.
E. An understanding of Educational Technology and how it enhances the ability of the professional educator in the teaching and learning processes as a teaching tool.
Sub-themes are outcome based and provide the foundation for the Teacher Education
Program. Each academic program in the unit is designed to have objectives that are clustered
around these sub-themes. Sub-themes are articulated throughout the teacher education
coursework and the field experiences.
VI. MAJOR GOALS
Goals For The Course Include:
A. Understand the major criteria for developing a Grant Proposal.
B. Design and conduct a Needs Assessment for an educational program.
C. Use the systems approach in designing an educational program for addressing a set of
needs derived from a systematic needs assessment.
D. Understand the methods of evaluation for assessing the effectiveness of an educational program and its management support system. At a minimum the evaluation design should allow for conducting both process and product evaluation on a formative and summative basis.
VII. EXPECTED LEARNER OBJECTIVES:
1. Students will able to display an understanding of the specific requirements for writing a
Grant Proposal consistent with the federal model. (This objective relates to State
Department of Education Competencies for Licensure and Certification Competency 9
and Competencies for Administrative Certification, II.)
2. Students will be able to use electronic as well as more traditional data bases to secure research materials (studies, reports, organizations, and individuals involved in this research).
(This objective relates to State Department of Education Competencies for Licensure and
Certification Competency 9 and Competencies for Administrative Certification, II.)
3. Students will have developed an understanding of the recommended steps for doing a
needs assessment. (This objective relates to State Department of Education Competencies
for Licensure and Certification Competency 9 and Competencies for Administrative
Certification, II.)
4. Students will have developed a basic understanding of the administrative systems,
including accounting, personnel, property, and records keeping, and their relationship to
program development. (This objective relates to State Department of Education
Competencies for Licensure and Certification Competency 9 and Competencies for
Administrative Certification I, V, VI, and VII.)
5. Students will have developed an understanding of methodologies of evaluation including
the following models: Discrepancy Evaluation, Context-Input-Process and Product, and
Naturalistic. (This objective relates to State Department of Education Competencies for
Licensure and Certification Competency 9 and Competencies for Administrative
Certification, III.)
VIII. FIELD-BASED EXPERIENCES COMPONENT
Not Required
IX. MULTICULTURAL DIVERSITY AND GLOBAL AWARENESS COMPONENT
The course, Program Design and Evaluation, is structured to complement competencies
developed by the Oklahoma State Department of Education which refer to developing an
appreciation for diversity and the range of culture which students bring to the classroom to
better understand student needs in a global economy. Students are encouraged to consider
cultural differences and global perspectives and educational issues as well when assessing
needs and designing programs.
X. INSTRUCTIONAL MATERIALS
RECOMMENDED READING:
Needs Assessment:
Office For Needs Assessment and Planning at Florida State University
(On-line). Available: http://onap.fsu.edu/onap/
Strategic Planning and Needs Assessment, Chapter 2: Strategic Planning
(On-line). Available: http://eric-web.tc.columbia.edu/admin_finance/strategic/ch2.html
Program of Assessment, Diagnosis, & Instruction (PADI). A division of Enriched and Innovative Instruction. Montgomery County (MD) Schools.
(On-line). Available: www.mcps.k12.md.us/departments/eii/padi/
Strommem, E.F. & Lincoln, B. (1999). Constructivism, technology, and the future of classroom learning. (On-line). Available: www.ilt.columbia.edu/ilt/papers/construct
OR www.adprima.com/strategi.
Riggs, E.G. & Serafin, A.G. (1998) The principal as instructional leader: Teaching high
school teachers how to teach reading. NASSP Bulletin, 82(600). 78-84.
Evaluation:
Trochim, W. M. K. Introduction to Evaluation.
(On-line). Available: http://trochim.human.cornell.edu/kb/intreval.html
Five generations of Evaluation: A Meta-Evaluation.
(On-line). Available: http://web.syr.edu/~bumarten/evalact.html
Madaus, G.F.; Scriven, M.S.; & Stufflebeam, D.L. (1988). Evaluation Models: Viewpoints
on education and human services evaluation. Boston: Kluwer-Nijhoff Publishing.
Simpson, M.L. (1996). Conducting reality checks to improve students' strategic learning.
Journal of Adolescent & Adult Literacy, 40(2). 102-109.
Grant Writing:
Yost, J. K. A Basic Guide for UI Faculty, Staff, and Students in Proposal Development.
(On-line). Available: www.uidaho.edu/research/propdevl.html
The Paladin Group. Elements of a Grant Proposal.
(On-line). Available: www.silcom/~paladin/promaster.html
Reid, A. N. T. A Practical Guide For Writing Proposals.
(On-line). Available: http://members.dca.net/areid/proposal.html
XI. INSTRUCTIONAL PROCEDURES
The course will primarily follow a seminar discussion format utilizing a Distance Learning
set-up in that the class will be taught from one site and broadcast to another site. The
professor will vary the site from which he will be broadcasting, a schedule will be created and
shared with the students. The students will be expected to complete Internet searches for
relevant materials. The assignments to be handed in for credit will be done via e-mail
transmission or by handing in the assignment on a disk. The word processing format must be
listed on the disk along with the name of the file. I would prefer you using Corel Word
Perfect, Microsoft Word, or Word Pad.
1. Self-Introduction Information
To e-mailed to the professor no later than August 25.
1. Name
2. Phone Number
3. Address (Snail Mail)
4. Hometown
5. Current School Assignment [Grade Level and/or Subject area(s)]
6. Professional Educational Goal(s)
7. Undergraduate degree(s) in ? And from (college/university)
8. Why did you initially want to become a teacher?
9. Extracurricular Interests
10. How computer literate are you?
11. E-MAIL ADDRESS
12. Anything unique about you that I might not be able to learn about you, just being
enrolled in this class?
2. Reflection on Journal/Internet Articles
As you read articles from professional journals/Internet sites (see X. INSTRUCTIONAL MATERIALS p. 4); keep notes or a journal about each article. After reading the article, you are to write a reflection paper. The paper must be at least 2 pages typed double-spaced and a maximum of 4 pages typed double-spaced. You are to write 4 reflections, each one is worth 30 points. See the due dates in the "Schedule" at the end of the Syllabus.
Article Reflection paper objectives
1. Briefly describe the main point(s)of the article.
2. How did/does this article reflect Grant Writing, Needs Assessment or Evaluation?
3. Describe the research method(s) used in the article.
4. How is this research, or the results, applicable for your building and grade level?
Why or why not?
5. I want your reflections, interpretation, thoughts or position on the article .
What did it mean to you? Or how will you be able to use the information from the article?
3. Movie Reflection Paper
After viewing a movie about the teaching profession (administration), you are to write a
reflection paper. The paper must be at least 2 pages typed double-spaced and a maximum of
4 pages typed double-spaced. The paper is due Thursday October 14, 1999. You are to
make your own choice as to the movie and make arrangement to view the movie at your
convenience. The reflection paper is worth 30 points.
Movie Suggestions:
Dead Poet's Society, Stand and Deliver, To Sir With Love, Dangerous Minds, In and Out, Good Will Hunting, Mr. Holland's Opus, Stand By Me, Blackboard Jungle, Children of a Lessor God, Goodbye Mr. Chips, The Water is Wide, The Man Without a Face, 187, any others?
Movie Reflection paper objectives
Briefly describe the plot of movie.
1. How was this movie an example of the teaching profession, what made it an example.
2. Describe the educational value of the movie.
3. Was (were)the school/education situation(s) believable, or too hypothetical to be life-like?
4. Describe examples of how the movie showed Grant Writing, Needs Assessment or Evaluation?
5. I want your reflections, interpretation, thoughts or position on the movie. Be sure to
make references to specific scenes in the movie.
XII. STUDENT PERFORMANCE ACTIVITIES
Students are expected to attend each class, takes notes and participate in class activities, discussions, and complete all assignments, tests and other requirements if they wish to receive a grade for the course.
(1) Being that the class meets once a week and for only 14 meetings; Students who have more than four (4) absences may be withdrawn from the course. Refer to the NSU 1999 Catalog page 74; and the NSU 1998-99 Graduate Catalog pages 37-40.
(2) STUDENTS WHO FAIL TO NOTIFY THE PROFESSOR PRIOR TO BEING ABSENT WILL NOT BE ALLOWED TO MAKE UP ANY QUIZ OR ASSIGNMENT COMPLETED IN-CLASS AND HANDOUTS FROM THE CLASS MISSED MAY NOT BE PROVIDED.
(3) If you are ill or have extreme family problems, inform your Professor immediately.
XIII. TIMETABLE (SEE COURSE SCHEDULE AT THE END OF THIS SYLLABUS)
XIV. EVALUATION OF STUDENT ACHIEVEMENT
All assignments are due on the date stated in the "Schedule". Extensions will be given only in cases of extreme emergency. Late assignments will receive a 20% grade reduction.
ALL MAKE-UP WORK MUST BE TURNED IN NO LATER THAN CLASSTIME
THURSDAY, DECEMBER 2, 1999.
This is the viewpoint from which I will assess each assignment
A(90%)= Excellent: exquisite, superb, superior, distinguished.
B(80%)= Good: flawless, commendable, quality, competent.
C(70%)= Satisfactory: acceptable, adequate, sufficient, average.
D(60%)= Passing: sparse, poor, meager, inadequate, inferior.
F = Failure: delinquent, negligent, insufficient, deficient.
Self Introduction = 30
Article Reflection # 1 = 30 A- 90%=
Article Reflection # 2 = 30 B- 80%=
Article Reflection # 3 = 30 C- 70%=
Article Reflection # 4 = 30 D- 60%=
Movie Reflection = 30 F - = 000 -
School Evaluation = 30
Grant Proposal = 30
Class Participation = 30
Total = 270 points possible
XV. PORTFOLIO ASSIGNMENT
NONE
XVI. STUDENT EVALUATION OF THE COURSE AND INSTRUCTOR
At the conclusion of the semester, the students will have an opportunity to evaluate their instructor and the course. This will be done anonymously and will be used as a means to improve instruction, course content and/or criticisms from students will be taken seriously and will contribute to the improvement of the course and NSU's education program.
XVII. CONTACT AND COMMUNICATION WITH THE INSTRUCTOR
Dr. Richard D. Cronk
Northeastern State University
103M Education Building
717 N. Grand Ave.
Tahlequah, OK 74464
(918) 456-5511 Ext 3739
e-mail cronk@cherokee.nsuok.edu
Dr. Cronk's Fall Schedule:
Mondays, Tuesdays, Wednesdays, & Fridays
Field Coordinator - Visiting Interns in the Schools
Advisements By Appointment Only
Alternate Thursdays at Rogers State in Claremore and NSU in Tahlequah
OFFICE HOURS: 3:00 PM - 5:00 PM
CLASS: EDUC 5923 5:20 PM - 8:00 PM
XVIII. STUDENTS WITH DISABILITIES
If any members of the class feels that he/she has a disability and needs special accommodation
of any nature whatsoever, the instructor will work with you and the University's Office of
Student Affairs to provide reasonable accommodation to ensure that you have a fair
opportunity to perform in this class. Please advise the instructor of such disability and the
desired accommodation as soon as possible.
EDUC 5923 SCHEDULE FALL 1999
PROGRAM DESIGN and EVALUATION
Meets Thursdays: 5:20pm - 8:00pm
Aug 19 Introduction & Organization
Definitions
Self Introduction Due Aug 25
26 Needs Assessment
Strommem, E.F. & Lincoln, B. (1999). Constructivism, technology, and the future of classroom learning.
Strategic Planning and Needs Assessment, Chapter 2: Strategic Planning.
Sept 2 Needs Assessment
Riggs & Serafin The principal as instructional leader: Teaching high school teachers how to teach reading.
9 Needs Assessment
Article Reflection # 1 Due
16 Evaluation
Trochim, W. M. K. Introduction to Evaluation.
23 Evaluation
Five generations of Evaluation: A Meta-Evaluation.
30 Evaluation
Simpson. Conducting reality checks to improve students' strategic learning
Article Reflection # 2 Due
Oct 7 No Class - Research Night
Midterm
14 Evaluation
Movie Reflection Due
21 FALL BREAK - NO CLASS
28 Evaluation
Evaluation of School Due
Article Reflection # 3 Due
Nov 4 Grant Writing
Yost, J. K. A Basic Guide for UI Faculty, Staff, and Students in Proposal Development
11 Grant Writing
18 Grant Writing
Article Reflection # 4 Due
Dec 2 Grant Writing Due
All Make-up Work Due
9 LAST DAY OF CLASS
Grant Writing Presentation