ERIC Number: EJ1146700
Record Type: Journal
Publication Date: 2012
Abstractor: As Provided
An Analysis of Evaluation Plans in a Federally Funded Leadership Preparation Program: Implications for the Improvement of Practice
Sanzo, Karen L.
Planning and Changing, v43 n3-4 p243-259 2012
This study is a content analysis of selected federally funded leadership preparation program evaluation proposals for the 2008, 2009, and 2010 School Leadership Program grants. The United States Department of Education (USDE) began awarding funding in 2002 to develop and implement preparation programs for aspiring and current assistant principals and principals. These innovative leadership preparation programs are expected to influence school leaders in a way that enables them to positively impact student achievement and the schools they serve. In order to determine effectiveness, each grant proposal puts forth a comprehensive program evaluation designed to measure the grant's adherence to the program's articulated outcomes. The review and analysis of these program evaluation proposals are offered as a baseline to build upon in understanding how leadership preparation programs are being evaluated. The following themes were found from the analysis of the program evaluation content: development of methods and tools limited, evaluation theory not explicit, data sources and analysis underdeveloped, specific evaluators identified but varying degree of specificity for timelines, and intent of program evaluations exceeded minimum requirements.
Descriptors: Program Evaluation, Program Proposals, Federal Aid, Content Analysis, Administrator Education, Grants, Evaluation Problems, Evaluation Methods, Theories, Data Collection, Data Analysis, Evaluators, School Administration
Department of Educational Administration and Foundations. College of Education, Illinois State University, Campus Box 5900, Normal, IL 61790-5900. Tel: 309-438-2399; Fax: 309-438-8683; Web site: http://education.illinoisstate.edu/planning/
Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: N/A
Authoring Institution: N/A