Accountability Systems for Student Development Programs and Personnel.

Autor/in	Leach, Ernest R.
Titel	Accountability Systems for Student Development Programs and Personnel.
Quelle	(1979), (39 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Accountability; Community Colleges; Educational Needs; Educational Objectives; Evaluation Criteria; Evaluation Methods; Human Development; Management Systems; Models; Needs Assessment; Personnel Needs; Program Descriptions; Program Evaluation; Resource Allocation; Staff Development; Teacher Evaluation; Two Year Colleges + Suchen Sie Ihr Suchwort? Verantwortung; Community college; Community College; Educational need; Bildungsbedarf; Educational objective; Bildungsziel; Erziehungsziel; Analogiemodell; Bedarfsermittlung; Personnel requirement; Personalbedarf; Programme evaluation; Programmevaluation; Ressourcenallokation; Personnel development; Personalentwicklung; Teacher appraisal; Lehrerbeurteilung
Abstract	As a response to demands for educational accountability, a contingency contracting model was developed at Prince George's Community College (Maryland). This human process-oriented system of accountability contains both planning and evaluation processes. The planning processes include development of goals and objectives based on assessment of the needs of the community, students, staff, and the institution; definition of functions to achieve those objectives; projection of staffing requirements to support functions; identification of available staff resources; and assignment of resources in accordance with staff preferences and functional requirements. The evaluation process is perceived as a shared human and professional commitment to help each staff member reach his or her maximum potential and as a strategy for insuring the delivery of responsive human services. It includes: (1) program evaluation measuring activity and impact against established institutional goals; (2) personnel evaluation based upon objectives agreed upon by administrators and staff; (3) periodic assessment of progress toward objectives; (4) diagnosis and prescription; (5) time for improvement; and (6) growth orientation. The use of evaluation information in the assessment of college and community needs completes the planning cycle. Appendices include graphs, tables, and other materials illustrating the process. (AYC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC