| FOREWORD |
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iii | (2) |
| ABOUT THE AUTHORS |
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v | (1) |
| ACKNOWLEDGMENTS |
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vi | (5) |
| PREFACE |
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xi | |
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1 INTRODUCTION AND OVERVIEW |
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1 | (4) |
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1 | (1) |
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2 | (1) |
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3 | (1) |
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4 | (1) |
| PART I: EVALUATION |
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5 | (78) |
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2 WHAT EVERY PRINCIPAL SHOULD KNOW ABOUT EVALUATION |
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7 | (26) |
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7 | (1) |
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The Purpose of Evaluation |
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8 | (2) |
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10 | (1) |
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The Program Evaluation Standards |
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11 | (6) |
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13 | (1) |
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14 | (1) |
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14 | (2) |
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16 | (1) |
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Case Study: The Tangerine Evaluation |
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17 | (11) |
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17 | (3) |
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20 | (1) |
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20 | (2) |
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22 | (1) |
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23 | (2) |
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25 | (3) |
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Laying a Foundation for Effective Evaluation |
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28 | (1) |
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29 | (1) |
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30 | (3) |
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3 COLLECTING AND USING INFORMATION |
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33 | (14) |
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An Exercise in Collecting Information |
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34 | (11) |
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34 | (1) |
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A Review of Your Information Collection Plans |
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35 | (3) |
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Scheduling Information Collection |
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38 | (1) |
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A Review of Your Information-Collection Schedule |
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39 | (2) |
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41 | (1) |
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Reviewing Your One-Day Schedule |
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42 | (1) |
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Learning from the Information-Collection Exercise |
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43 | (2) |
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45 | (1) |
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46 | (1) |
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4 STRUCTURING AND SCHEDULING PROGRAM EVALUATION |
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47 | (36) |
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Determining a Focus for Program Evaluation |
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48 | (1) |
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Some Alternative Approaches to Program Evaluation |
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49 | (9) |
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Objectives-Oriented Approach |
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50 | (1) |
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Management-Oriented Approach |
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51 | (2) |
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Consumer-Oriented Approach |
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53 | (1) |
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Expertise-Oriented Approach |
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54 | (1) |
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Adversary-Oriented Approach |
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55 | (1) |
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Naturalistic and Participant-Oriented Approach |
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56 | (2) |
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Building a Plan for Program Evaluation |
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58 | (4) |
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What Should Be Evaluated? |
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58 | (2) |
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How Should It Be Evaluated? |
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60 | (1) |
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What Will Be Done with the Results of the Evaluation? |
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61 | (1) |
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Collecting and Analyzing Information for a Comprehensive Program Evaluation |
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62 | (9) |
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Types of Tests Used by Schools |
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64 | (2) |
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66 | (5) |
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Broadening the Scope of Program Evaluation |
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71 | (3) |
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72 | (2) |
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74 | (1) |
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Integrating a Faculty Evaluation Plan |
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74 | (5) |
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Recruitment and Selection |
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75 | (2) |
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Initial Professional Development Plan |
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77 | (1) |
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77 | (1) |
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Summative Evaluation and Renewal of the Professional Development Plan |
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77 | (2) |
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Some Final Thoughts About Program Evaluation |
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79 | (1) |
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80 | (3) |
| PART II: MEASUREMENT |
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83 | (56) |
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5 WHAT EVERY PRINCIPAL SHOULD KNOW ABOUT MEASUREMENT |
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85 | (54) |
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86 | (4) |
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Uses of Educational Measures |
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90 | (14) |
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Constructing New Measures |
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104 | (12) |
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Classifying Measurement Instruments |
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116 | (5) |
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Interviews and Direct Observation |
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121 | (6) |
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Questionnaire Design and Use |
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127 | (7) |
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Administrative Decision Making |
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134 | (3) |
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137 | (1) |
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138 | (1) |
| PART III: APPLICATIONS |
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139 | (44) |
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6 COLLABORATIVE PROBLEM SOLVING |
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141 | (26) |
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143 | (3) |
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Where Do School Psychologists Work? |
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144 | (1) |
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What Do School Psychologist Do? |
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144 | (2) |
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Are School Psychologists Interested in Collaboration? |
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146 | (1) |
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Principals and School Psychologists |
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146 | (14) |
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Illustration One: Linking School Psychologists with Teachers |
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147 | (2) |
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Illustration Two: Reducing Violence on the School Campus |
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149 | (1) |
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Illustration Three: Constructing Portfolios to Assess Student Learning |
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150 | (3) |
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Illustration Four: Evaluating an Inclusion Policy at the Campus Level |
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153 | (4) |
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Illustration Five: Providing Research and Evaluation Assistance to School Principals |
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157 | (3) |
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160 | (3) |
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161 | (1) |
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162 | (1) |
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163 | (1) |
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164 | (1) |
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165 | (2) |
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7 MEASUREMENT AND EVALUATION ON THE JOB |
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167 | (16) |
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168 | (6) |
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168 | (1) |
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Domain Two: Information Collection |
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169 | (1) |
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Domain Three: Problem Analysis |
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169 | (1) |
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170 | (1) |
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Domain Five: Organizational Oversight |
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171 | (1) |
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Domain Six: Implementation |
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172 | (1) |
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173 | (1) |
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174 | (7) |
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Domain Eight: Instruction and Learning Environment |
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175 | (2) |
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Domain Nine: Curriculum Design |
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177 | (1) |
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Domain Ten: Student Guidance and Development |
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177 | (1) |
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Domain Eleven: Staff Development |
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178 | (1) |
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Domain Thirteen: Resource Allocation |
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179 | (2) |
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181 | (2) |
| APPENDIX: SELF-APPRAISAL SYSTEM FOR MEASUREMENT |
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183 | (6) |
| REFERENCES |
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189 | |
