Intended Actual IMPLEMENTATION

EVALUATION

Training for Teachers in Artful Learning & Character Ed.

Training for Teaching Artists

Programming for Students:Arts-Enriched and Character-Enriched Teaching and

Learning in Academics, the Arts, and Socio-Moral Areas That

Is Standards-Driven Instruction

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Teachers’ Instructional/Interpersonal/Intrape

rsonal Change Processes

Students’ Interpersonal/Intrapersonal/Behavioral/Motivational/Academic/Artistic/ Character Change Processes

School/Classroom/Learning Community Change Processes

Means Becoming

Ends

Means

Ends Becoming

Study of Subjects, Climates, and Resources in Each School to Determine Needs and Promising

Strategies for Improvement

Triangulated Information Gathering Yielding a Shared

Perception of Challenges, How to Resolve Them, and a Sense of Ownership by

Teachers and Principals

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FORMATIVE & PROCESS EVALUATION

EVALUATION PURPOSES: DEVELOPMENT/FORMATIVE,

PROCESS/IMPLEMENTATION, OUTCOME/SUMMATIVE

Determined by the evaluation concerns and informational needs of program decision makers, and the recognition that this PURPOSE will determine the

questions raised, the methods used to answer them, and the type of data

that will need to be gathered.

EVALUATION PURPOSES: DEVELOPMENT/FORMATIVE,

PROCESS/IMPLEMENTATION, OUTCOME/SUMMATIVE

Determined by the evaluation concerns and informational needs of program decision makers, and the recognition that this PURPOSE will determine the

questions raised, the methods used to answer them, and the type of data

that will need to be gathered.

EVALUATION PHASES: DESIGN, CONDUCT, DISSEMINATE

The identification of concerns, needs, and questions about program development, implementation, and outcomes at design

level; gathering appropriate data before, during, and after implementation; analyzing,

interpreting and reporting results.

EVALUATION PHASES: DESIGN, CONDUCT, DISSEMINATE

The identification of concerns, needs, and questions about program development, implementation, and outcomes at design

level; gathering appropriate data before, during, and after implementation; analyzing,

interpreting and reporting results.

IMP

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EVALUATION UNITS OR PRE-PROGRAM CONTEXTDefined by baseline variables including a) client type (e. g. students), b) client

needs, c) potential program resources including human (e.g. teachers), informational, and financial, d) program technology including methods and materials, and the condition of the overall physical, social, and professional

climates or environments within which the program will unfold.

EVALUATION UNITS OR PRE-PROGRAM CONTEXTDefined by baseline variables including a) client type (e. g. students), b) client

needs, c) potential program resources including human (e.g. teachers), informational, and financial, d) program technology including methods and materials, and the condition of the overall physical, social, and professional

climates or environments within which the program will unfold.

CTTA Program Evaluation and Research Model

CTTA Program Evaluation and Research Model

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CONTEXTS P

INPUTS

PRODUCTS

PROCESSES

Climate and Community Growth

Teachers’ Growth: Skills, Knowledge, Attitude, Character

Teaching-Artists’ Growth

Students’ Growth: Academic, Social, Moral, Behavioral, Motivational, Artistic, Creative,

Emotional, Intellectual

Independent Variable

Dependent Variable

Intended FORMATIVE EVALUATION

ActualSUMMATIVE EVALUATION