Program Evaluation

PROGRAM EVALUATION

Group 1: Self-Directed Learning

EDAC 634

Amnah Habib, Shawn Kalwat, Scott Kenney, LaKrisha Perry

Contributions to Group 1 Program Evaluation

Amnah Habib – Introduction

Shawn Kalwat – Group Lead, Solicited Wendy Cole's Evaluation, Group Reflection, Proofing

Scott Kenney – Table

LaKrisha Perry – Solicited Anne Wagner-Angel's Evaluation, Students' Responses, Proofing

Introduction

Our program is designed for teachers who would like to add English as a Second Language (ESL) skills to their teacher training. Our program would allow the usage of SDL along with collaborative learning through technological usage to complete continuing education credit (CEC) for teachers. Teachers will learn about the components of language acquisition and pedagogy through self-directed learning (SDL) and collaborative learning.  It is important teachers understand the components of ESL. These include listening, speaking, reading, and writing. Each of these are integral aspects of any language, and understanding the linguistic theories supporting ESL must be part of any educational program.  Teachers will be enabled to incorporate our program into their busy schedule to meet CEC requirements and meet the needs of their busy lives.

Teachers have busy schedules. Our program is tailored to meet the needs of a busy educator’s life. The ability to research theories online, view online videos of ESL classes, and participant in collaborative learning with other educators, our goal is to create a virtual program that is accessible and effective for busy educators.   By harnessing the unique opportunity of utilizing technology, teachers can participate in SDL to earn certification in ESL and implement these new skills immediately in their elementary classrooms.

Professionals’ Evaluations

Reviewer:         Anne Wagner-Angel, M.S.Ed, LMHC

What Anne likes most about the program -

I like the idea of self-directed learning and feel it could be a real possibility.  I liked the concept of your program idea.  Adult professionals have a lot on their plate and this could assist with furthering their knowledge and training.  Offering an online option for continuing education is a fantastic idea which I think many teachers would take advantage of the opportunity. I also think that this offering may allow for increased content versus what is only scratched on during a single day in person conference. 

What should be improved? Why? How?

I do not see a clean plan or design program. It reads more like an introduction to the concept of SDL rather than a clear idea that could be initiated. I think structural pieces of the paper should be corrected to make the flow of the paper easier for a reader to understand. I was confused at first what and who the SDL was intended to help. I was confused by the change of language between teacher" and "student" in beginning paragraphs. 

Can you explain some of the terminology throughout the paper such as hybrid?  Not all readers will understand what that means. Would you have a program track and organize training credits for easy documentation? You mentioned Canter issues, is there any objection to your program model learning by the licensing board or teaching associations?

Reviewer:         Wendy Cole - State Fair Community College, Columbia, MO

What Wendy likes most about the program -

The program uses technology in interesting ways, but there are a few issues that I can foresee in regards to scheduling and if the educators will be able to communicate. Teachers are busy and so do you think it will be possible for them to meet and complete continuing education credit while they are planning for school or will this be a summer time class?

Many areas in the country are rural. For example, I am in rural MO and so internet access is not the best. What will be a plan for those that are not able to use a webcam or stream live video? Will there be a way to do conference calls? Do you have a provider that will be able to set up conference calls?

What should be improved? Why? How?

The program is a great way to technology but the issues that I see are a problem will be connectivity. This could be a problem because many educators are rural and so this could be an issue. I would think that a conference call could work but it is up to the members of the group to work to get connected to other teachers that do not have great internet access.

The other issue that I see is about scheduling. Will the groups have a leader? Will the teacher or professor act as a guide? The groups will need to have guidance and so a schedule would work best. At the university that I work at, if we have a project or workshop communication of the plan is key and a schedule of what is to be accomplished in necessary to have any sort of success.

Students’ Responses

After reviewing the responses, most members of the group agree with the evaluators’ responses.  We realize we did not necessarily have a step-by-step program design that offered the evaluators the opportunity to critique what would be offered to the teachers enrolling in our program.  We need to improve our structure and purpose in the program design.

Our group has begun the process of drilling down to what we need to accomplish. Going forward, the design will be geared toward elementary education teachers completing their CECs in ESL courses.  We will be consistent in addressing the students as elementary education teachers (EETs) to eliminate confusion as they will be the participants in the program.  The program will go through the following modules which will provide structure for the program and allow the EETs to understand an overview of the programs offerings.

Module 1 – The History of ESL

Module 2 – Understanding the needs of ESL students and basic delivery methods to students

Module 3 – Intermediate methods of delivery

Module 4 – Advanced methods of delivery and engaging students and their parents in the education process

Module 5 – Capstone teacher project, implementing ESL into the classroom
             setting

EETs will be able to complete the modules when class in not in session during the summer months.  Each module will have a deadline to be completed so the EETs stay together during each step of the learning process.  This will allow them to reach the capstone at the same time.  The system will track the progress of the EETs and will provide the completion certificate to the EETs and the school the EETs lists at the beginning of the process. 

This program does allow EETs to complete their CECs online allowing them to direct their own learning processes.  With this method, it will allow for those EETs with the required technology to participate.  We understand this method will not allow all EETs to participate due to their limited resources. 

Group Reflection
Highlights

The program that we have created calls upon the usage of technology in a way that many programs do not currently utilize. Our demographic for the program are EETs that are wanting to complete continuing education courses in ESL. Because of the need for such a program and the busy schedule of a teaching professional, the medium of technology coupled with the usage of new technology allows the educator to attain the flexibility of a SDL classroom with the ability to work with other EETs around the United States.

Uniqueness

Our program is unique because it creates a malleable program that meets the needs and requirements of EETs. With the advent of new technology, SDL EETs can work autonomously in addition to completing group projects. Our program allows for collaborative learning of EETs and meets the needs of their busy schedules. EETs attain ESL training and continuing education credit in tandem. Therefore, educators can see the value in attaining multiple requirements and opportunities in a flexible and malleable environment.

Significant parts

The most significant part of the program is the collaborative learning environment. SDL students have often worked alone to complete a course. Our program allows EETs to interact via webcam and conference calls to complete a final project. The project is meant to allow EETs to use the knowledge they have attained in the SDL environment to complete the final project as a group. The group work allows EETs to share their classroom experiences and crowdsource issues they have encountered in the classroom. Therefore, through the final project EETs can create a strategy for dealing with issues in regards to implementing ESL in the classroom and learn from their peers about their experiences.

Process

The process for our group project was completed through the usage of conference calls and emails.  At times, it was trying to contact everyone as we all have busy schedules of work and family but the project was completed. The lessons can be taken away from the group project experience is to have strong leadership in the beginning. Leadership gives direction to the group and communicates with all members through multiple channels of communication. If the communication is created early in the group, the project seems to overcome issues smoothly. The importance of understanding that everyone works at a different pace is paramount to success. Leadership must understand that some members are fine working on a project a few days before the deadline while others need substantial time to prepare for their part of the assignment. Therefore, having communication and deciding what role the members will play alleviates stress and feelings of loss.
Summary of Program Evaluation

Evaluator	Ideas for Improving Program Design	Revisions/Responses
Anne Wagner- Angel MS.Ed, LMHC	·         A clear plan or more structured format to program design. ·         Some language is confusing- “teacher” and “student” is interchanged frequently. ·         Some terminology can be clarified “hybrid”. ·         How will program track or organize credits? Will there be any documentation provided?	·         We cleared up our design by creating 5 modules that will provide structure for ESL teachers wanting to earn CECs. ·         The participants will be addressed as elementary education teachers (EETs) to eliminate confusion. ·         The “hybrid” teaching environment deals with the combination of collaborative learning and SDL efforts. ·         With the completion of all 5 modules, our program will track the progress of ESL teachers so they receive a certificate of completion and earn their CECs online.
Wendy Cole State Fair Community College, Columbia, MO	·         Are there any means to assist if certain areas in the U.S. have problems with specific resources? For example, no access to a web cam or connectivity issues with the internet. ·         There might be scheduling issues with the collaborative work. ·         Will certain groups have leaders or a guide to assist to make sure everything is accomplished on time?	·         Unfortunately, technology is a large portion of our SDL program and these resources are critical in completing our program.  ·         There will be deadlines for each module to ensure that each ESL teacher reaches the capstone at the same time. ·         Deadlines are incorporated into the program.  We understand with each group project there will generally be an individual that will rise as the leader of the group.