Program Evaluation and Organizational Change: A Profile of Strengths and Insufficiencies in Readiness Impacting Policy Recommendations, Change and Restructuring of a Comprehensive Statewide Educational Reform Movement.

Autor/inn/en	Packard, Richard D.; Dereshiwsky, Mary I.
Institution	Northern Arizona Univ., Flagstaff. Center for Excellence in Education.
Titel	Program Evaluation and Organizational Change: A Profile of Strengths and Insufficiencies in Readiness Impacting Policy Recommendations, Change and Restructuring of a Comprehensive Statewide Educational Reform Movement.
Quelle	(1989), (58 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Career Ladders; Change Strategies; Education Work Relationship; Educational Change; Educational Finance; Elementary Secondary Education; Labor Force Development; Program Effectiveness; Teacher Employment Benefits; Teacher Evaluation; Teacher Motivation; Teacher Placement; Training; Arizona + Suchen Sie Ihr Suchwort? Schulleistung; Lösungsstrategie; Bildungsreform; Bildungsfonds; Arbeitskräftebestand; Teacher appraisal; Lehrerbeurteilung; Ausbildung
Abstract	Presented is the fourth Summative Report developed by Northern Arizona University researchers for the Joint Legislative Committee on Career Ladders (JLCCL) concerning the implementation of the Arizona Career Ladder Program (ACLP). The ACLP has resulted in considerable developmental success toward meeting intended program goals. This report is divided into two sections. The first section contains final summative findings, reports, and recommendations for program modifications. Final assessment, analysis, and policy recommendations by the JLCCL and the Task Force are included. Task Force directives describe organizational environment and readiness levels as well as Task Force program goal priorities (student achievement; teacher evaluation and placement; job enlargement; and salary, finance, and budgetary considerations). The second section is an extension of the initial Task Force assignment and examines: (1) expanded evaluative response to legislative guidelines not previously reported; (2) specific legislative staff questions identified as needing attention; and (3) recommendations of additional policy that involves important elements not previously included in the legislation. Appended are five figures and two exhibits. (SI)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC