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WELCOME BACK!!

TUESDAY

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Response to Feedback

Yay!!! Boo!!! College narrativesSpecific examplesSupportive environmentPowerful people!Fun, play Active learningGroup/team discussionReflection timeBreaksMetacognitive log

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

breaksEarlier team time

Requests: glossary, snacks,poster fixins, name tags!!!

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Gallery Walk

Representatives from each group stand byposter

Walk around, view, listen, and providefeedback

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Threshold Concepts

Professional Reading Together

Jigsaw

Discuss: How does the notion of Threshold Concepts relate to our workhere at BSILI?

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Program Theory-Driven Evaluation

Resourcesand Inputs

Activities Outputs Outcomes Impact

Plann ed Work Intended Resul ts

Assumptions

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Resources/Inputs Activities Impact Outputs

OutcomesS/M/L

Theory of Action

Action & Change

Theory of Change

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Theory of Actionvs.

Theory of Change

ToA What you do ToC What happens because of what you

do

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Theory of Change

Two Components: Map

Narrative So that chain Specificity

Operationalized

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Short TermOutcomes

Impact Medium

TermOutcomes

Long TermOutcomes

Theory of Change

Leveraging Mechanisms

Activities

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Threshold Concept

Generalized Statistics variance

Shutter speed and aperture Individual

Science of inquiry

The affect caused by a threshold conceptis change . Change in perception.

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3CSN Theory of Change2/3/10

ProfessionalLearningActivities

New Forms of Professional

Learning

New Forms of Professional

Identity

Community of Practice

PowerfulClassrooms

Working AcrossCampuses

Greater StudentSuccess

AssumptionsIf 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 acrosscampuses. 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.

Teaching & Learning Organizational

Environment Pedagogy Classroom

Environment

Faculty/Staff Attitudesand Assumptions

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BSI Theory of Change5/11/10

Network Activities

Greater StudentSuccess

AssumptionsIf 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 theState. 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.

OrganizationalEnvironment

CommunityAssumptions

InfrastructureSupport

Policy Support

StatewideDialog

Basic Skills-FocusedCommunity

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3CSN ToC Work

Training

Networking

Community of Practice

SchoolEffects

StudentEffects

3CSN Theory of Change1/21/2012

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

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

Transformed Environmento Space to belongo Shifting BSI Committeeso Regional Relationshipso Campus Events

Transformed Identityo Instructorso Studentso AdministratorsEthical Contact Leading With Empath y

Syllabi Redesign 100 Sections of

Acceleration Working Across Depts.&Campuses Powerful Classroomso Applied Learningo Connectivityo Safeo Self-Identityo Trusto 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

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Learning Networks

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Values

Values inform change definitions Its importance or implication

Identifying outcomes requires explicatingvalues

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3CSNs ToC Narrative

If we provide training on networking and we useaction research methodologies, community college professionals will transform their environments and identities to createcommunities of practice that will produce

powerful learning and working acrosscampuses. This will lead to greater student success .

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LOGIC MODELING

Michaels stuff

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Roles for Theory in Evaluation

Social Science Theory

Program Theory

Evaluation Theory

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CDC Evaluation Framework

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Program Theory

A systematic configuration of stakeholders

prescriptive assumptions (what actions must be taken)and descriptive assumptions (what causal processes areexpected to happen) underlying programs, whether explicit or implicit assumptions.

- Chen, p. 136, Evaluation Roots , 2004

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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 logicmodel links outcomes (both short- and long-term) with

program activities/processes and the theoreticalassumptions/principles of the program.

- The W.K.Kellogg Foundation Logic Model Development Guide

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Step 2: Describe the Program

Why Use a Logic Model?Logic models provide a

Road Map

of aprogram. Drawing a picture of expected program

achievements and how the achievements willbe realized.

Creating a visual of relationships hypothesizedto exist between the program activities and theintended program effects

Logic Models describeexpectations/intentions of a program.

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Common Logic Model Components

Resources/Inputs

Resourcesneeded to

achieveprogram

sobjectives

Activities

What theprogram

does withresources tomeet

objectives

Outputs

Direct productsof program

activities

Outcomes

Changes that result from theprogram

s activities and outputs

External Factors/Context: Description of environment in which program takesplace

Assumptions: The underlyingassumptions that influence the programsdesign, implementation or goals

IntermediateLong

term

Short

term

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Constructing a Logic Model

Move from right to left answering the followingquestions: 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

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Logic Model Exercise

Get together in your teams and begin toidentify elementsRemember to:

Start with desired outcomes short list consensusDiscussion of how outcomes might occur Leads to details of how the program is expected

to affect intermediate outcomes (know asproximal outcomes or mediators)Draft of program theory/logic model is developed

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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?

St 2 D ib th P

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Logic Model ExampleHIV Prevention Program for Native Americans

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CA Success Network (CA SN) Logic ModelCalifornia community colleges must expand their capacity to improve student outcomes in basic skil ls instruction, English as a Second Language, and related support services. Colleges report that 70-90% oentering 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 toand 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 responsibili ty to produce equitable graduation, certificate, and transfer rates for historically underrepresented aunderprepared students.

Resources-ASCCC-Steering Committee-LACCD Fiscal Agent& ConsortiumCoordinator -BSI LACCD ProjectDirector -BSI Regional NetworkCoordinators-Campus BSICoordinators-Student Advocates-Campus BSI ActionPlans-Sustainableinformation sharingsites

Target Population

-Administrators-Faculty-Support Staff -Students

Activities

CollaborativeLearningNetworks

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 & Regionalinfrastructure

Increased Learning,Success &

Persistence of Students

Short-Term Outcomes

SkilledImplementation of Responsive,Innovative,IntegratedEssential

Academic SkillsCurriculum

Inputs

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 developmentactivities

-Introduce & engage in collaborative evaluation activities that generate knowledgeabout effective learning to transform practice

Develop a cadre of campus leaders-Conduct Summer Leadership Institute, ASCCC Workshops, Other Leadership Institutes & on-going professionaldevelopment 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

Formally engagekey CCC policy

makers(e.g., APG groups,

Local Board of Trustees)

Innovative/ Alternative &

EngagingMethodologies/Pedagogy at

CCCs

IncreasedSuccess of Students

Personal Goals,

Completing AA/AS &Certificate

Programs &

Transferring to 4Yr Colleges

Statewide Adoption of Policies that

SupportInnovative/

Alternative &Engaging

Methodologies/Pedagogy at

CCCs

Create regional level infrastructure (networks)-Develop & support long-term on-going regional professional development training & supporting materials for the targetpopulation

-Develop infrastructure for colleges to learn about & share innovative instructional programs-On-going evaluation of professional & program activities, including benchmark assessment & capacity building

Long-Term Outcomes

Local Policy Adoption

Supporting SN &Other BSIInitiatives

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Family Involvement Project (FIP) Logic Model

Inputs Activities Short-Term Outcomes Long-Term Outcomes

see ip positions

Establish FIPsustainability

Increase parents

levels of involvementin their childrens

education parentswork closely with

school systems andk leadersh

Increaseinvolvement of

parents associatedwith FIP in their

childrens education

Increase awarenessof and commitment

to FIP and itssustainability

Build or strengthenlocal collaborations

at each site to promote and sustain parent involvement

Increase parentknowledge on howto become involvedin their childrens

education

Increase # of parents

in communities whoare trained by parent

leaders on parentinvolvement

Build relationshipswith potential local or

national long-termfunders

Disseminate FIPmaterials to local andnational funders and

organizations

Develop coalitions of local parent

involvement programsand organizations

Build relationshipswith schools

Develop anddisseminate materialson parent involvement

to parents

Provide technicalassistance to parent

leaders

Recruit and train parent leaders

Planning:

Evaluation Programsustainability

Collaborations:

Schooladministratorsand teachers Localorganizations Nationalorganizations

Resources:

Funding National andlocal programstaff Parents

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Sample Logic Model Frameworksource: http://www.uwex.edu/ces/pdande/evaluation/evallogicmodel.html

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PROFESSIONAL LEARNINGRUBRIC

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Professional Learning Rubric

Develop Indicators of Change for Your Profess ion al Learnin g Hub usingWengers Community of Practiceframework and Impact Definitions throughValue Creation Stories

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Network Levels

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Wengers Community and NetworkValues

Value Indicators/Evidence

Immediate Activities & Interactions

Potential Capital Applied Practice/Implementation

Realized Performance Improvement

Reframed Redefined SuccessWenger, Trayner, de Laat (2011) Promoting and assessing value creation incommunities and networks: a conceptual framework.

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Immediate Value

Activities and interactions (e.g., meetings,trainings, lunches)

Intentional and unintentional Knowledge exchange

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Potential Value

Enlightenment Personal assets

Relationships Resources Collective

Transformation

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Applied

Leveraging networks Applying a new teaching strategy

Forming an inquiry group Applying for funding Shifting pedagogy to recognize a different

domain of learning

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Realized

Impact, beyond changes in practice Outcomes at various levels

Short-term, rather than long-term,requiring leveraging beyond practicechanges

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Reframing

Creating new definitions for success Reconsidering measurements

New instruments Can occur at every level of measurement

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PROFESSIONAL DEVELOPMENT:Ensuring Knowledgeable and Effective Teachers

Attitudes

Professional Values andPersonal Commitment

-Attitudes and Beliefs-Disposition

! " Climate/environmentthat supportslearning

! " Collaborativelearningenvironment

! " Reflective andresponsive practice

PedagogicalPractice to

SupportInstruction:

- instructionaldelivery

- teachingtechniques

LearningCommunity

focused on andresulting in high

studentachievement

Professional Knowledgeand Understanding

- Content knowledge subject matter andcurriculum

- Student assessment

- Knowledge of studentdevelopment

Professional Skillsand Abilities

- data skills- process- leadership skills- action research skills- inquiry skills- facilitation skills- coaching/mentoringskills

- classroommanagement

- technology skills

BSILI - 2013BSILI C i f P i /H b R b i

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BSILI Community of Practice/Hub Rubric

Immediate: Potential: Applied: Realized: Reframing:

GuidingPrinciples

1. Inquiry

2. Collaboration& Networking

3. Develop

leadership

4. Recursivepractice

5. Assess andevaluate

6. Shareknowledge

Activities andInteractions

KnowledgeCapital

Changes in Practice PerformanceImprovement

RedefiningSuccess

Individual/Practitioner

Department/Division

Campus

Region

State (3CSN)

Examples ofindicators: Attendance atmeetings;Frequency ofmeetings;Intensity ofdiscussions

Tests & surveys;Memberretention rates;social networkanalysis

New procedures;Collaborativearrangements; Usingcommunities andnetworks

Speed & accuracy;More transfers;Lower attritionrates

New learningagenda; Newmetrics; Newstrategicdirections

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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

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Guiding Questions

1. What kinds of stories resonate?2. What are the narratives that currently exist

about community colleges, students, andfaculty?

3. What language do we use?4. Who are the characters?

5. Who is the protagonist? Antagonist?

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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

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Homework

Using the feedback you received on your poster and your ongoing notes andreflections, create a new presentationpitching your SSI to a particular audience.

Be prepared to deliver your presentation toanother team for feedback on Wednesdaymorning!

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Homework

As you work on your presentation, keep inmind our ongoing attention to how wecreate narratives that will support change.

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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?

bsili 2013 day 2.0

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