Dr. Shana Goldwyn
Educational Leadership Program
College of Education, Criminal Justice, and Human Services
Class Information Instructor Information
Spring Quarter, 2009 7140-D Edwards One
Thursdays 7:00pm – 9:20pm E-mail: firstname.lastname@example.org
Teacher’s College 231 Office Phone: (513) 556-5111
COURSE DESCRIPTION AND RATIONALE
Implementation of educational and related programs are expected to not only foster
academic growth in students, but meet current accountability structures, district and
school missions and visions, and foster a positive cohesive school or community
environment. In order to determine the success of these programs, there needs to be
strong evaluative methods that include a comprehensive examination of all elements of
the program. Further, evaluators need to have a solid understanding of the various types
of program evaluations to determine the most productive and appropriate evaluation
method to use.
This course provides an overview of basic program evaluation methods, including
program evaluation standards, internal and external reviews, accreditation processes, and
general small scale program reviews.
GOALS AND OBJECTIVES
By reading the assigned course readings, attending class sessions, participating in course
activities, and completing course assignments, it is expected that the student will:
Be able to identify and describe several different types of program evaluation.
Identify specific elements of an evaluation process, including those elements that
are common across different methodologies
Know where to locate and how to use specific program evaluation standards.
Provide a practical application of a chosen program evaluation method
The course will meet each week unless otherwise stated in the syllabus that there is an
online assignment in place of a face-to-face class meeting. Each class will include one
lecture/discussion, and one applied activity. Each week will have a predetermined topic
as identified in the syllabus. However, these topics may vary according to the
background, interests, and needs of students enrolled in the course. Students are
encouraged to raise topics and/or questions for discussion at any time throughout the
COMMUNICATING WITH THE PROFESSOR
You may contact me via email or by phone when necessary. I will return all emails or
phone calls within a 24-hour period. All electronic communication will be made through
your UC email address or the blackboard system, so please check each of those
frequently (suggested at least twice per week). Additionally, I will hold office hours on
Tuesday afternoons from 3pm-5pm. During this time I will be in my office for you to
come and talk with me if you do not have a scheduled appointment. If those hours do not
work for you, you may schedule an appointment to meet with me at another time.
Fitzpatrick, J.L., Sanders, J.R., and Worten, B.R. (2004). Program evaluation:
Alternative approaches and practical guidelines. Boston, MA: Pearson.
Class Attendance/Participation (25 Points)
Each class session will begin promptly at 7:00pm. Students are expected to attend each
class session for the full class session period. If an emergency arises please contact the
professor prior to the class session being missed.
Throughout the quarter, students are expected to come to class prepared by having read
assigned material and thinking reflectively about assigned topics. Students are also
expected to share their insights with the class by actively participating in class
discussions and activities.
Program Evaluation Overview (20 Points)
Students will be asked to write a paper that provides an overview of each of the program
evaluation methods discussed in class. Each method should include a thorough overview,
strengths and weaknesses of each method, and provide an example.
Papers should be 6-10 pages in length and be written in APA style.
American Psychological Association (APA)
Students are expected to use the American Psychological Association (APA) style
of writing for this course. Please refer to the APA manual for guidelines in
preparing your papers for submission:
American Psychological Association. (2001). Publication manual of the
American Psychological Association (5th ed.). Washington, DC:
You can also find information on APA style of writing online at:
Ethical Considerations Paper (15 points)
Discuss the ethical considerations of program evaluation. Focus specifically on the need
to have program evaluation standards, and how they address ethical issues in evaluative
procedures. Comment further on the issues that you believe to be the most
difficult/important when completing evaluations. Discuss how this would be different for
internal and external program reviews.
“Expert” Evaluation Project (20 points)
Choose an existing entity that currently evaluates programs or organizations. Discuss in
depth the procedures that they use to evaluate, both formal and informal. Discuss the
standards used to guide the evaluation. The written portion of this assignment should be
approximately 4-8 pages in length. In addition to the written portion, create an 8-10
minute presentation the entity that you have chosen to present to the class.
Program Evaluation (20 points)
Choose a program or an element of a program to do an informal program review of. You
can do a practical review where you actually interact with the program, or a more
hypothetical review where you focus on process. Further details of this assignment will
be discussed in class and will be posted on the Blackboard system.
It is expected that assignments will be completed on time and submitted no later
than the due dates listed in the syllabus. If you have a situation that warrants
submitting an assignment late, you must inform the instructor prior to the due date
of that assignment. Your request will be considered, provided it is reasonable and is
not a regular occurrence. Credit will be deducted for late assignments that were not
given prior approval. Reading reflections will not be accepted late.
All work (excluding your weekly reading reflections) is to be handed in
electronically through the Blackboard system prior to the start of class on the date
that it is due.
Letter grades will be assigned as follows:
A A- B+ B B- C+ C F
93-100 90-92 86-89 83-85 80-82 77-79 73-76 72 points
points points points points points points points or below
It is expected that all work completed in this class is the original work of the student.
Students are expected to follow the UC Student Code of Conduct guidelines related to
cheating and plagiarism. The UC Code of Conduct defines plagiarism as:
Submitting another’s published or unpublished work, in whole, in part, or in
paraphrase, as one’s own without fully and properly crediting the author with
footnotes, citations or bibliographical reference.
Submitting as one’s own, original work, material obtained from an individual or
agency without reference to the person or agency as the source of the material.
Submitting as one’s own, original work, material that has been produced through
unacknowledged collaboration with others without release in writing from
For a complete discussion on how to avoid plagiarism, consult the following website:
For more information on the student code of conduct, consult the following website:
STUDENTS WITH DISABILITIES
Students with disabilities needing academic accommodation should:
1. Register with and provide documentation to the Disability Services Office; and
2. Bring a letter to the instructor indicating the need for accommodation and what
This should be done during the first week of class.
This syllabus and other class materials are available in alternative format upon request.
For more information about services available to UC students with disabilities, contact
210 University Pavilion
513 556-3277 TTY; 513 556-1383 FAX
Contact via relay by dialing 711
American Psychological Association. (2001). Publication manual of the American
Psychological Association (5th ed.). Washington, DC: Author.
Desimone, L.M., Smith, T.M., & Ueno, K. (2006), Are teachers who need sustained,
content-focused professional development getting it? An administrator’s
dilemma. Educational Administration Quarterly, 42(2), 179-215.
Glickman, C.D. (2002). Leadership for learning: How to help teachers succeed.
Alexandria, VA: ASCD.
Hoy, A.W., & Hoy, W.K. (2009). Instructional leadership: A research based guide to
learning in schools (3rd ed.). Boston, MA: Allyn & Bacon.
Leithwood, K., Louis, K. S., Anderson, S., & Wahlstrom, K. (2004). How leadership
influences student learning. Center for Applied Research and Educational
Improvement, University of Minnesota; Ontario Institute for Studies in Education,
The University of Toronto;The Wallace Foundation. Accessed from
Marks, H. M., & Nance, J. P. (2007). Contexts of accountability under systemic reform:
Implications for principal influence on instruction and supervision. Educational
Administration Quarterly, 43(1), 3-37.
Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2001). Classroom instruction that
works: Research-based strategies for increasing student achievement. Alexandria,
Stein, M.K., & Nelson, B.S. (2003). Leadership content knowledge. Educational
Evaluation and Policy Analysis 25(4), 423-448.
United States Department of Education: Institute of Education Sciences. (2003).
Identifying and implementing educational practices supported by rigorous
evidence: A user friendly guide. Washington, D.C.: Author.
Witziers, B., Bosker, R. J., & Kruger, M. L. (2003). Educational leadership and student
achievement: The elusive search for an association. Educational Administration
Quarterly, 39(3), 398-425.
Zepeda, S.J., & Meyers, R.S. (2004). Supervision across the content areas. Larchmont,
NY: Eye on Education.