1. IntendedActual IntendedActual IMPLEMENTATION EVALUATION Training for Teachers in Artful Learning & Character Ed. Training for Teaching Artists Programming for Students: Arts-Enriched and Character- Enriched Teaching and Learning in Academics, the Arts, and Socio-Moral Areas That Is Standards-Driven Instruction P Teachers’ Instructional/Interpersonal/Intrape rsonal Change Processes Students’ Interpersonal/Intrapersonal/Beha vioral/Motivational/Academic/Artis tic/ Character Change Processes School/Classroom/Learning Community Change Processes Means Becoming Ends Means Ends Becoming Study of Subjects, Climates, and Resources in Each School to Determine Needs and Promising Strategies for Improvement Triangulated Information Gathering Yielding a Shared Perception of Challenges, How to Resolve Them, and a Sense of Ownership by Teachers and Principals FORMATIVE EVALUATIONSUMMATIVE EVALUATION DEVELOPMENT EVALUATION OUTCOME / IMPACT EVALUATION FORMATIVE & PROCESS EVALUATION EVALUATION PURPOSES: DEVELOPMENT/FORMATIVE, PROCESS/IMPLEMENTATION, OUTCOME/SUMMATIVE Determined by the evaluation concerns and informational needs of program decision makers, and the recognition that this PURPOSE will determine the questions raised, the methods used to answer them, and the type of data that will need to be gathered. EVALUATION PURPOSES: DEVELOPMENT/FORMATIVE, PROCESS/IMPLEMENTATION, OUTCOME/SUMMATIVE Determined by the evaluation concerns and informational needs of program decision makers, and the recognition that this PURPOSE will determine the questions raised, the methods used to answer them, and the type of data that will need to be gathered. EVALUATION PHASES: DESIGN, CONDUCT, DISSEMINATE The identification of concerns, needs, and questions about program development, implementation, and outcomes at design level; gathering appropriate data before, during, and after implementation; analyzing, interpreting and reporting results. EVALUATION PHASES: DESIGN, CONDUCT, DISSEMINATE The identification of concerns, needs, and questions about program development, implementation, and outcomes at design level; gathering appropriate data before, during, and after implementation; analyzing, interpreting and reporting results. IMPLEMENTATION EVALUATION CTTA Program Evaluation and Research Model C I EVALUATION UNITS OR PRE-PROGRAM CONTEXT Defined by baseline variables including a) client type (e. g. students), b) client needs, c) potential program resources including human (e.g. teachers), informational, and financial, d) program technology including methods and materials, and the condition of the overall physical, social, and professional climates or environments within which the program will unfold. EVALUATION UNITS OR PRE-PROGRAM CONTEXT Defined by baseline variables including a) client type (e. g. students), b) client needs, c) potential program resources including human (e.g. teachers), informational, and financial, d) program technology including methods and materials, and the condition of the overall physical, social, and professional climates or environments within which the program will unfold. CONTEXTSP INPUTS PRODUCTS PROCESSES Climate and Community Growth Teachers’ Growth: Skills, Knowledge, Attitude, Character Teaching-Artists’ Growth Students’ Growth: Academic, Social, Moral, Behavioral, Motivational, Artistic, Creative, Emotional, Intellectual Independent Variable Dependent Variable IntendedActual IntendedActual IMPLEMENTATION EVALUATION Training for Teachers in Artful Learning & Character Ed. Training for Teaching Artists Programming for Students: Arts-Enriched and Character- Enriched Teaching and Learning in Academics, the Arts, and Socio-Moral Areas That Is Standards-Driven Instruction P Teachers’ Instructional/Interpersonal/Intrape rsonal Change Processes Students’ Interpersonal/Intrapersonal/Beha vioral/Motivational/Academic/Artis tic/ Character Change Processes School/Classroom/Learning Community Change Processes Means Becoming Ends Means Ends Becoming Study of Subjects, Climates, and Resources in Each School to Determine Needs and Promising Strategies for Improvement Triangulated Information Gathering Yielding a Shared Perception of Challenges, How to Resolve Them, and a Sense of Ownership by Teachers and Principals FORMATIVE EVALUATIONSUMMATIVE EVALUATION DEVELOPMENT EVALUATION OUTCOME / IMPACT EVALUATION FORMATIVE & PROCESS EVALUATION EVALUATION PURPOSES: DEVELOPMENT/FORMATIVE, PROCESS/IMPLEMENTATION, OUTCOME/SUMMATIVE Determined by the evaluation concerns and informational needs of program decision makers, and the recognition that this PURPOSE will determine the questions raised, the methods used to answer them, and the type of data that will need to be gathered. EVALUATION PURPOSES: DEVELOPMENT/FORMATIVE, PROCESS/IMPLEMENTATION, OUTCOME/SUMMATIVE Determined by the evaluation concerns and informational needs of program decision makers, and the recognition that this PURPOSE will determine the questions raised, the methods used to answer them, and the type of data that will need to be gathered. EVALUATION PHASES: DESIGN, CONDUCT, DISSEMINATE The identification of concerns, needs, and questions about program development, implementation, and outcomes at design level; gathering appropriate data before, during, and after implementation; analyzing, interpreting and reporting results. EVALUATION PHASES: DESIGN, CONDUCT, DISSEMINATE The identification of concerns, needs, and questions about program development, implementation, and outcomes at design level; gathering appropriate data before, during, and after implementation; analyzing, interpreting and reporting results. IMPLEMENTATION EVALUATION CTTA Program Evaluation and Research Model C I EVALUATION UNITS OR PRE-PROGRAM CONTEXT Defined by baseline variables including a) client type (e. g. students), b) client needs, c) potential program resources including human (e.g. teachers), informational, and financial, d) program technology including methods and materials, and the condition of the overall physical, social, and professional climates or environments within which the program will unfold. EVALUATION UNITS OR PRE-PROGRAM CONTEXT Defined by baseline variables including a) client type (e. g. students), b) client needs, c) potential program resources including human (e.g. teachers), informational, and financial, d) program technology including methods and materials, and the condition of the overall physical, social, and professional climates or environments within which the program will unfold. CONTEXTSP INPUTS PRODUCTS PROCESSES Climate and Community Growth Teachers’ Growth: Skills, Knowledge, Attitude, Character Teaching-Artists’ Growth Students’ Growth: Academic, Social, Moral, Behavioral, Motivational, Artistic, Creative, Emotional, Intellectual Independent Variable Dependent Variable IntendedActual IntendedActual IMPLEMENTATION EVALUATION Training for Teachers in Artful Learning & Character Ed. Training for Teaching Artists Programming for Students: Arts-Enriched and Character- Enriched Teaching and Learning in Academics, the Arts, and Socio-Moral Areas That Is Standards-Driven Instruction P Teachers’ Instructional/Interpersonal/Intrape rsonal Change Processes Students’ Interpersonal/Intrapersonal/Beha vioral/Motivational/Academic/Artis tic/ Character Change Processes School/Classroom/Learning Community Change Processes Means Becoming Ends Means Ends Becoming Study of Subjects, Climates, and Resources in Each School to Determine Needs and Promising Strategies for Improvement Triangulated Information Gathering Yielding a Shared Perception of Challenges, How to Resolve Them, and a Sense of Ownership by Teachers and Principals FORMATIVE EVALUATIONSUMMATIVE EVALUATION DEVELOPMENT EVALUATION OUTCOME / IMPACT EVALUATION FORMATIVE & PROCESS EVALUATION EVALUATION PURPOSES: DEVELOPMENT/FORMATIVE, PROCESS/IMPLEMENTATION, OUTCOME/SUMMATIVE Determined by the evaluation concerns and informational needs of program decision makers, and the recognition that this PURPOSE will determine the questions raised, the methods used to answer them, and the type of data that will need to be gathered. EVALUATION PURPOSES: DEVELOPMENT/FORMATIVE, PROCESS/IMPLEMENTATION, OUTCOME/SUMMATIVE Determined by the evaluation concerns and informational needs of program decision makers, and the recognition that this PURPOSE will determine the questions raised, the methods used to answer them, and the type of data that will need to be gathered. EVALUATION PHASES: DESIGN, CONDUCT, DISSEMINATE The identification of concerns, needs, and questions about program development, implementation, and outcomes at design level; gathering appropriate data before, during, and after implementation; analyzing, interpreting and reporting results. EVALUATION PHASES: DESIGN, CONDUCT, DISSEMINATE The identification of concerns, needs, and questions about program development, implementation, and outcomes at design level; gathering appropriate data before, during, and after implementation; analyzing, interpreting and reporting results. IMPLEMENTATION EVALUATION CTTA Program Evaluation and Research Model C I EVALUATION UNITS OR PRE-PROGRAM CONTEXT Defined by baseline variables including a) client type (e. g. students), b) client needs, c) potential program resources including human (e.g. teachers), informational, and financial, d) program technology including methods and materials, and the condition of the overall physical, social, and professional climates or environments within which the program will unfold. EVALUATION UNITS OR PRE-PROGRAM CONTEXT Defined by baseline variables including a) client type (e. g. students), b) client needs, c) potential program resources including human (e.g. teachers), informational, and financial, d) program technology including methods and materials, and the condition of the overall physical, social, and professional climates or environments within which the program will unfold. CONTEXTSP INPUTS PRODUCTS PROCESSES Climate and Community Growth Teachers’ Growth: Skills, Knowledge, Attitude, Character Teaching-Artists’ Growth Students’ Growth: Academic, Social, Moral, Behavioral, Motivational, Artistic, Creative, Emotional, Intellectual Independent Variable Dependent Variable IntendedActual IMPLEMENTATION EVALUATION Training for Teachers in Artful Learning & Character Ed. Training for Teaching Artists Programming for Students: Arts-Enriched and Character- Enriched Teaching and Learning in Academics, the Arts, and Socio-Moral Areas That Is Standards-Driven Instruction P Teachers’ Instructional/Interpersonal/Intrape rsonal Change Processes Students’ Interpersonal/Intrapersonal/Beha vioral/Motivational/Academic/Artis tic/ Character Change Processes School/Classroom/Learning Community Change Processes Means Becoming Ends Means Ends Becoming Study of Subjects, Climates, and Resources in Each School to Determine Needs and Promising Strategies for Improvement Triangulated Information Gathering Yielding a Shared Perception of Challenges, How to Resolve Them, and a Sense of Ownership by Teachers and Principals DEVELOPMENT EVALUATION OUTCOME / IMPACT EVALUATION FORMATIVE & PROCESS EVALUATION EVALUATION PURPOSES: DEVELOPMENT/FORMATIVE, PROCESS/IMPLEMENTATION, OUTCOME/SUMMATIVE Determined by the evaluation concerns and informational needs of program decision makers, and the recognition that this PURPOSE will determine the questions raised, the methods used to answer them, and the type of data that will need to be gathered. EVALUATION PURPOSES: DEVELOPMENT/FORMATIVE, PROCESS/IMPLEMENTATION, OUTCOME/SUMMATIVE Determined by the evaluation concerns and informational needs of program decision makers, and the recognition that this PURPOSE will determine the questions raised, the methods used to answer them, and the type of data that will need to be gathered. EVALUATION PHASES: DESIGN, CONDUCT, DISSEMINATE The identification of concerns, needs, and questions about program development, implementation, and outcomes at design level; gathering appropriate data before, during, and after implementation; analyzing, interpreting and reporting results. EVALUATION PHASES: DESIGN, CONDUCT, DISSEMINATE The identification of concerns, needs, and questions about program development, implementation, and outcomes at design level; gathering appropriate data before, during, and after implementation; analyzing, interpreting and reporting results. IMPLEMENTATION EVALUATION EVALUATION UNITS OR PRE-PROGRAM CONTEXT Defined by baseline variables including a) client type (e. g. students), b) client needs, c) potential program resources including human (e.g. teachers), informational, and financial, d) program technology including methods and materials, and the condition of the overall physical, social, and professional climates or environments within which the program will unfold. EVALUATION UNITS OR PRE-PROGRAM CONTEXT Defined by baseline variables including a) client type (e. g. students), b) client needs, c) potential program resources including human (e.g. teachers), informational, and financial, d) program technology including methods and materials, and the condition of the overall physical, social, and professional climates or environments within which the program will unfold. CTTA Program Evaluation and Research Model C I CONTEXTSP INPUTS PRODUCTS PROCESSES Climate and Community Growth Teachers’ Growth: Skills, Knowledge, Attitude, Character Teaching-Artists’ Growth Students’ Growth: Academic, Social, Moral, Behavioral, Motivational, Artistic, Creative, Emotional, Intellectual Independent Variable Dependent Variable Intended FORMATIVE EVALUATION Actual SUMMATIVE EVALUATION