||Tools and Resources
"Stand-alone" documents that include assessment instruments, standards, competencies, indicators, and measures.
Key Steps in Outcome Management
The Urban Institue. 2003.
This is the first in a series of guides to help nonprofit organizations that wish to introduce or improve their efforts to focus on the results of their services. It provides an overview of the outcome management process, identifying specific steps and providing suggestions for examining and using the outcome information.
Management competencies assessment instrument
Pro-Net 2000. 2002.
This assessment instrument was developed in order to provide a framework that managers can use to identify areas for improvement for themselves, their instructors, and their programs. It is a companion piece to Management Competencies and Sample Indicators for the Improvement of Adult Education Programs. Suggested uses include needs assessment, planning and evaluating professional development, personnel practices, program evaluation, facilitating communication and systematic change.
Adult Education Programs of Excellence: A Tool for Self-Review and Identification.
California Adult Literacy Professional Development Project. 2002.
This tool was developed by a committee of field practitioners. The purpose of the document is: to provide an application form and criteria for identifying California's Programs of Excellence awards, and to provide a tool for any agency to use for self-assessment and program improvement. Five areas of program components are identified with 2 to 6 categories of quality indicators named under each program component. A rubric provides scoring criteria for rating each area from 1 to 4, and a summary form consolidates the results.
Guide for Managers of Adult Education Programs
Hudson River Center for Program Development and New York State Education Department. 2001
This guide was written to orient and provide support to new
program managers. The document reviewers noted that the sections on
staffing, working with adult learners, leadership, and program design and
delivery are particularly strong. State policy is sometime referenced;
since the guide was written for New York program administrators,
administrators from other states will need to check policy for their
Best Program Practices
Saskatchewan Literacy Network. 2000.
This document is primarily a tool for self-evaluation. It includes guiding principles, as well as a Program quesitonnaire (which covers a set of 12 standards), a Tutor Questionnaire, and a Learner Questionnaire. Minor adaptations may be needed for programs in the United States.
State Adult Education Management and Leadership Functions: a Self Assessment
National Adult Education Professional Development Consortium, Inc. (NAEPDC). 2000
This tool is for use by State Directors in identifying program management and leadership needs in the state. It serves as a companion piece to NAEPDC's Going to Scale Guide.
Management competencies and sample indicators for the improvement of adult education programs
American Institute for Research. 2000.
The purposes of this publication are to enable adult education administrators to think reflectively about their programs, to identify areas of strengths and areas for improvement for themselves and for their programs, and to plan and implement strategies—including professional development—that enhance the overall quality of their program.
The Adult Education State Director's Going to Scale Guide
National Adult Education Professional Development Consortium, Inc. (NAEPDC). 2000.
The guide is a resource for State Directors for planning, implementing, and evaluating state program improvement initiatives. It serves as a companion piece to NAEPDC's State Adult Education Management and Leadership Functions: a Self Assessment.
Standards of Excellence: An Ethics and Accountability Code for the Nonprofit Sector
Maryland Association of Nonprofit Organizations. 1998.
The Standards document is the centerpiece of the Maryland Nonprofits Standards for Excellence Program. It outlines how well-managed and responsibly governed nonprofits should operate and includes 55 performance standards for nonprofits to follow.
W.K. Kellogg Foundation. 1998.
The handbook is primarily designed for project directors. It is divided into two principal sections and provides a framework for users to move from a shared vision for effective evaluation, to a blueprint for designing and conducting evaluation, to actual practice.
Instructor Competencies Assessment Instrument
This publication introduces the Instructor Competencies Assessment Instrument (ICAI). It is designed to help programs verify and validate competencies with their staff and use the information for program improvement. The ICAI assesses the 31 competencies identified in the publication Instructor Competencies and Performance Indicators for the Improvement of Adult Education Programs. Suggested uses include needs assessment, planning and evaluating professional development, personnel practices, program evaluation, facilitating communication and systematic change.
Taking Stock: A Practical Guide to Evaluating Your Own Programs
Horizon Research. 1997.
This document provides a clear, easy-to-use evaluation roadmap. It was developed for usability with a minimum amount of monetary and personnel resources, and includes examples, models, and a glossary. It also includes a clear discussion of common evaluation principles. Note: Developed in a K-12 Science context, but easily adaptable to adult basic and literacy education.