WELCOME BACK!!

TUESDAY

Response to Feedback
Yay!!!
College narratives Specific examples Supportive environment Powerful people! Fun, play Active learning Group/team discussion Reflection time Breaks Metacognitive log

Boo!!!
Questions: What are the first/next steps? When can we learn more about each specific initiative or campus? Suggestions: Less paper More quiet/reflection/longer breaks Earlier team time
Requests: glossary, snacks, poster fixins, name tags!!!

Gallery Walk
Representatives from each group stand by poster Walk around, view, listen, and provide feedback

Threshold Concepts
Professional Reading Together
Jigsaw Discuss: How does the notion of Threshold Concepts relate to our work here at BSILI?

Program Theory-Driven Evaluation

Planned Work Resources and Inputs Activities Outputs Intended Results Outcomes Impact

Assumptions

Action & Change

Resources/ Inputs

Activities

Outputs

Outcomes S/M/L

Impact

Theory of Action Theory of Change

Theory of Action vs. Theory of Change

ToA What you do ToC What happens because of what you do

Theory of Change
Two Components:
Map Narrative

So that chain Specificity Operationalized

Theory of Change
Activities Short Term Outcomes Medium Term Outcomes Long Term Outcomes Impact

Leveraging Mechanisms

Threshold Concept
Generalized
Statistics variance Shutter speed and aperture

Individual
Science of inquiry

The affect caused by a threshold concept is change. Change in perception.

3CSN Theory of Change 2/3/10

New Forms of Professional Learning

Faculty/Staff Attitudes and Assumptions Professional Learning Activities Teaching & Learning Organizational Environment Pedagogy Classroom Environment

Powerful Classrooms Greater Student Success Working Across Campuses

Community of Practice

New Forms of Professional Identity

Assumptions
If we provide training on networking and use action research methodologies, teachers will transform their environments, their identity and create communities of practice, creating powerful classrooms and working across campuses. This in turn will produce greater student success. Science model: documenting this research creates fact, which then can be replicated This is a reflective & recursive process.

BSI Theory of Change 5/11/10

Network Activities

Community Assumptions Organizational Environment

Infrastructure Support Basic Skills-Focused Community Policy Support Statewide Dialog Greater Student Success

Assumptions
If we provide training on networking and use action research methodologies, Colleges will transform their environments, their identity, and create communities of practice, creating powerful communities that work across the State. This in turn will produce greater student success. Science model: documenting this research creates fact, which then can be replicated This is a reflective & recursive process.

3CSN ToC Work

3CSN Theory of Change 1/21/2012 Training Networking Community of Practice School Effects Student Effects

Activities
Conferences Board Presentations Workshops LINKS BSILI Webinars Newsletter Website Co-sponsor Conference BSI Coordinator Events Community of Practice Regional Network Meetings

Transformed Environment oSpace to belong oShifting BSI Committees oRegional Relationships oCampus Events Transformed Identity oInstructors oStudents oAdministrators Ethical Contact Leading With Empathy

Syllabi Redesign 100 Sections of Acceleration Working Across Depts. &Campuses Powerful Classrooms o Applied Learning o Connectivity o Safe o Self-Identity o Trust o Caring Educator Efficacy

Gatekeeper Completion (academic success) Empowerment Self-Efficacy Connectivity Sense of Belonging College Going Norm

Products
White Papers C. of P. Package Website

Principles/Values: Action Research; Transformation; Re-Affirmation; Preaching To The Choir; Connectivity; Ethical Contact

Learning Net works

Values
Values inform change definitions Its importance or implication Identifying outcomes requires explicating values

3CSNs ToC Narrative

If we provide training on networking and we use action research methodologies, community college professionals will transform their environments and identities to create communities of practice that will produce powerful learning and working across campuses. This will lead to greater student success.

Michaels stuff

LOGIC MODELING

Roles for Theory in Evaluation

Social Science Theory Program Theory

Evaluation Theory

CDC Evaluation Framework

Program Theory
A systematic configuration of stakeholders prescriptive assumptions (what actions must be taken) and descriptive assumptions (what causal processes are expected to happen) underlying programs, whether explicit or implicit assumptions.
- Chen, p. 136, Evaluation Roots, 2004

Definition of a Logic Model

The program logic model is defined as a picture of how your organization does its work the theory and assumptions underlying the program. A program logic model links outcomes (both short- and long-term) with program activities/processes and the theoretical assumptions/principles of the program.
- The W.K.Kellogg Foundation Logic Model Development Guide

Step 2: Describe the Program

Why Use a Logic Model?

Logic models provide a Road Map of a program.
Drawing a picture of expected program achievements and how the achievements will be realized. Creating a visual of relationships hypothesized to exist between the program activities and the intended program effects

Logic Models describe expectations/intentions of a program.

Step 2: Describe the Program

Common Logic Model Components

Resources/Input s Resources needed to achieve programs objectives Activities Outputs Outcomes

What the program does with resources to meet objectives

Direct products of program activities

Changes that result from the programs activities and outputs

Short term

Intermediate

Long term

Assumptions: The underlying assumptions that influence the programs design, implementation or goals

External Factors/Context: Description of environment in which program takes place

Step 2: Describe the Program

Constructing a Logic Model

Move from right to left answering the following questions:
What do I want to accomplish with this program? What changes do I expect to see from this program? In whom or what will these changes occur? What do we do to affect change?

Then revise, refine, and more precisely describe and visually depict the relationships among components Connect components with arrowsto show flow Describe the context in which your program resides & operates

Logic Model Exercise

Get together in your teams and begin to identify elements Remember to:
Start with desired outcomes short list consensus Discussion of how outcomes might occur Leads to details of how the program is expected to affect intermediate outcomes (know as proximal outcomes or mediators) Draft of program theory/logic model is developed

Logic Model Analyses

What is your ultimate outcome? What is your theory of change? Your theory of action? What part of this model do you expect to evolve and on what schedule? Are the outputs indicators of activity? Are the outcomes indicators of change? Can you identify potential stumbling blocks? What resources might be added? Other ideas for improvement?

Step 2: Describe the Program

Logic Model Example

HIV Prevention Program for Native Americans

CA Success Network (CA SN) Logic Model

California community colleges must expand their capacity to improve student outcomes in basic skills instruction, English as a Second Language, and related support services. Colleges report that 70-90% of entering students place into one or more basic skills course areas: reading, writing, and/or mathematics. The statewide course completion rate in basic skills is 60.5%, and only 50% of those students persist to and complete the next level course. Historically underrepresented students are over-represented in basic skills courses, and their success rates are frequently lower than the rates for other student groups. Community colleges' efforts to improve outcomes in basic skills cannot be separated from their responsibility to produce equitable graduation, certificate, and transfer rates for historically underrepresented and underprepared students. Inputs Resources -ASCCC -Steering Committee -LACCD Fiscal Agent & Consortium Coordinator -BSI LACCD Project Director -BSI Regional Network Coordinators -Campus BSI Coordinators -Student Advocates -Campus BSI Action Plans -Sustainable information sharing sites Activities
Coordination with core organizations (Alliance building among ASCCC, LACCD Project, Other Partners) -Guide statewide infrastructure development -Assist in securing funds for acquiring additional resources to support State & Regional infrastructure

Short-Term Outcomes

Long-Term Outcomes Statewide Adoption of Policies that Support Innovative/ Alternative & Engaging Methodologies /Pedagogy at CCCs

Create statewide infrastructure (Permanent learning network among 110 Colleges and a CCC Center) -Establish statewide coordinating center -Guide the development of and coordinate & support a system of regional networks -Coordinate & support partnerships among professional development efforts -Provide vision & support for the development of innovative professional development activities -Introduce & engage in collaborative evaluation activities that generate knowledge about effective learning to transform practice

Formally engage key CCC policy makers (e.g., APG groups, Local Board of Trustees)

Local Policy Adoption Supporting SN & Other BSI Initiatives

Collaborative Learning Networks

Target Population -Administrators -Faculty -Support Staff -Students

Create regional level infrastructure (networks) -Develop & support long-term on-going regional professional development training & supporting materials for the target population -Develop infrastructure for colleges to learn about & share innovative instructional programs -On-going evaluation of professional & program activities, including benchmark assessment & capacity building

Innovative/ Alternative & Engaging Methodologies /Pedagogy at CCCs

Develop a cadre of campus leaders -Conduct Summer Leadership Institute, ASCCC Workshops, Other Leadership Institutes & on-going professional development activities -Develop strategies to retain effective leaders -Guide annual revision of Campus BSI Action Plans -On-going evaluation of the process and impact of professional development activities Promote models of effective practices -Build capacity of all faculty to teach students who are underprepared for learning in college courses -Develop Web-based, virtual teaching & learning communities, including a virtual resource library -Engage in collaborative evaluation activities

Skilled Implementation of Responsive, Innovative, Integrated Essential Academic Skills Curriculum

Increased Learning, Success & Persistence of Students

Increased Success of Students Personal Goals, Completing AA/AS & Certificate Programs & Transferring to 4 Yr Colleges

Family Involvement Project (FIP) Logic Model

Inputs Activities
Recruit and train parent leaders Increase # of parents in communities who are trained by parent leaders on parent involvement

Short-Term Outcomes

Long-Term Outcomes

Resources: Funding National and local program staff Parents

Provide technical assistance to parent leaders Develop and disseminate materials on parent involvement to parents

Increase involvement of parents associated with FIP in their childrens education

Collaborations: School administrators and teachers Local organizations National organizations Build relationships with schools Develop coalitions of local parent involvement programs and organizations

Increase parent knowledge on how to become involved in their childrens education

Planning: Evaluation Program sustainability

Disseminate FIP materials to local and national funders and organizations

Build or strengthen local collaborations at each site to promote and sustain parent involvement

Increase parents levels of involvement in their childrens education parents work closely with school systems and seek leadership positions

Build relationships with potential local or national long-term funders

Increase awareness of and commitment to FIP and its sustainability

Establish FIP sustainability

Sample Logic Model Framework

source: http://www.uwex.edu/ces/pdande/evaluation/evallogicmodel.html

PROFESSIONAL LEARNING RUBRIC

Professional Learning Rubric

Develop Indicators of Change for Your Professional Learning Hub using Wengers Community of Practice framework and Impact Definitions through Value Creation Stories

Network Levels

Wengers Community and Network Values

Value Immediate Potential Applied Indicators/Evidence Activities & Interactions Capital Practice/Implementation

Realized
Reframed

Performance Improvement
Redefined Success

Wenger, Trayner, de Laat (2011) Promoting and assessing value creation in communities and networks: a conceptual framework.

Immediate Value
Activities and interactions (e.g., meetings, trainings, lunches) Intentional and unintentional Knowledge exchange

Potential Value
Enlightenment Personal assets Relationships Resources Collective Transformation

Applied
Leveraging networks Applying a new teaching strategy Forming an inquiry group Applying for funding Shifting pedagogy to recognize a different domain of learning

Realized
Impact, beyond changes in practice Outcomes at various levels Short-term, rather than long-term, requiring leveraging beyond practice changes

Reframing
Creating new definitions for success Reconsidering measurements New instruments Can occur at every level of measurement

PROFESSIONAL DEVELOPMENT: Ensuring Knowledgeable and Effective Teachers

Attitudes Professional Values and Personal Commitment -Attitudes and Beliefs -Disposition

! " Reflective and responsive practice

Professional Knowledge and Understanding - Content knowledge subject matter and curriculum - Student assessment - Knowledge of student development

Learning Community focused on and resulting in high student achievement

Pedagogical Practice to Support Instruction: - instructional delivery - teaching techniques

! "Climate/environment that supports learning ! "Collaborative learning environment

Professional Skills and Abilities - data skills - process - leadership skills - action research skills - inquiry skills - facilitation skills - coaching/mentoring skills - classroom management - technology skills

BSILI - 2013 BSILI Community of Practice/Hub Rubric Immediate: Activities and Interactions Individual/ Practitioner Department/ Division Guiding Principles 1. Inquiry 2. Collaboration & Networking 3. Develop leadership Region 4. Recursive practice 5. Assess and evaluate 6. Share knowledge Potential: Knowledge Capital Applied: Changes in Practice Realized: Performance Improvement Reframing: Redefining Success

Campus

State (3CSN)

Examples of indicators:

Attendance at meetings; Frequency of meetings; Intensity of discussions

Tests & surveys; Member retention rates; social network analysis

New procedures; Collaborative arrangements; Using communities and networks

Speed & accuracy; More transfers; Lower attrition rates

New learning agenda; New metrics; New strategic directions

Rubric Development Exercise

15 Minutes Appoint a spokesperson and a note-taker Identify at least one entry for each row Think about the stories presented Monday Use your personal narrative work Come back together and share out

Guiding Questions
1. What kinds of stories resonate? 2. What are the narratives that currently exist about community colleges, students, and faculty? 3. What language do we use? 4. Who are the characters? 5. Who is the protagonist? Antagonist?

Providing Insight to 3CSN

Using the rubric, identify stories Analyze and condense into categories Provide stories representative or illustrative of categories Quantify the categories Use survey tool to provide data

Homework
Using the feedback you received on your poster and your ongoing notes and reflections, create a new presentation pitching your SSI to a particular audience.
Be prepared to deliver your presentation to another team for feedback on Wednesday morning!

Homework

As you work on your presentation, keep in mind our ongoing attention to how we create narratives that will support change.

Guiding Questions
1. What kinds of stories resonate? 2. What are the narratives that currently exist about community colleges, students, and faculty? 3. What language do we use? 4. Who are the characters? 5. Who is the protagonist? Antagonist?