SPECS: What It Is & What It Does. School Planning, Evaluation & Communication System.

Autor/inn/en	Nagle, John M.; Walker, Harold E.
Institution	Oregon Univ., Eugene. Center for Educational Policy and Management.
Titel	SPECS: What It Is & What It Does. School Planning, Evaluation & Communication System.
Quelle	(1975), (38 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Administrator Guides; Ancillary Services; Budgeting; Communication (Thought Transfer); Cost Effectiveness; Educational Objectives; Elementary Secondary Education; Individualized Instruction; Instructional Programs; Policy Formation; Program Descriptions; Program Development; Program Evaluation; School Districts; Systems Analysis + Suchen Sie Ihr Suchwort? Communication; thought; Kommunikation; Gedanke; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Educational objective; Bildungsziel; Erziehungsziel; Individualisierender Unterricht; Politische Betätigung; Programmplanung; Programme evaluation; Programmevaluation; School district; Schulbezirk; System analysis; Systemanalyse
Abstract	Made up of five components, the School Planning, Evaluation, and Communication System (SPECS) is an approach to program planning and evaluation applicable to all instructional and noninstructional programs and activities. As such, it focuses on outcomes, processes, and inputs in a continuous cycle of planning, evaluation, and replanning. As well as being applicable to individual programs, SPECS can be used as a districtwide design for program assessment and development that compares district program outcomes with broad community goals. Successful implementation of SPECS includes several months of preparation, a long-term strategy, a multiyear master plan, an indistrict coordinator, adequate provision of time for staff member participation, sufficient inservice training, and adequate resources. A three-phase series of activities has been developed to facilitate the implementation process. SPECS produces immediate effects such as informational products and long-term effects such as more systematic program planning and evaluation, a more systematic view of the school and classroom, greater efforts to individualize instruction, and increased role clarity. (Author/JM)
Anmerkungen	CEPM Publications, Center for Educational Policy and Management, College of Education, University of Oregon, Eugene, Oregon 97403 ($2.50)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC