CC-1: PROGRAM PLANNING & REPORTING Worthwhile educational programs result from a process of on-going needs assessment, conversations with stakeholders and collaborators, well-defined audiences, and planning. Institute Work Teams’ annual plans create the foundation of MSUE’s State Plan where individual members link their plans and describe their contribution to the team’s goals and goals that may be local or outside of the team. Program planning requires knowledge and skills to build partnerships, assess situations within a context, obtain resources, set realistic goals and objectives, integrate evaluation plans, and document both processes and outcomes. One of the important components of this cycle is the learning and utilization of information that comes from the process and results that help improve future programming and community impact. SUB-COMPETENCIES AND INDICATORS Assesses local situations to identify programming needs and opportunities, for example: Uses environmental scanning, need and opportunity identification, asset mapping, issue analysis and/or other method to assess local situations, interpret trends, and gather objective information about learning needs. Considers local, regional and state MSUE priorities when making decisions and setting priorities for programming. Identifies potential audiences with examination for any underserved audiences and targets realistic numbers to be reached. Involves stakeholders and collaborators in program development, for example: Develops relationships and maintains communication with a diverse network of potential program collaborators. Engages stakeholders, collaborators, advisory groups, and representatives of intended audiences to help set priorities and develop programs. Displays strong team building skills when working with collaborators. Develops innovative and creative research-based programs, for example: Understands and utilizes the logic model as a framework for planning programs. Selects achievable goals and objectives, and appropriate short-, intermediate-, and long-term outcomes and indicators. Selects appropriate curricula or research-based information for the intended audiences and outcomes, considering diversity and generational differences. Effectively adapts pre-determined curricula for local needs and audiences. Designs methods and learning activities that maximize participation and ensure planned outcomes. Integrates evaluation planning into the program planning process. Uses transformational education concepts when planning programs.
CC-1: PROGRAM PLANNING & REPORTING Worthwhile educational programs result from a process of on-going needs assessment, conversations with stakeholders and collaborators, well-defined audiences, and planning. Institute Work Teams’ annual plans create the foundation of MSUE’s State Plan where individual members link their plans and describe their contribution to the team’s goals and goals that may be local or outside of the team. Program planning requires knowledge and skills to build partnerships, assess situations within a context, obtain resources, set realistic goals and objectives, integrate evaluation plans, and document both processes and outcomes. One of the important components of this cycle is the learning and utilization of information that comes from the process and results that help improve future programming and community impact. SUB-COMPETENCIES AND INDICATORS Assesses local situations to identify programming needs and opportunities, for example: Uses environmental scanning, need and opportunity identification, asset mapping, issue analysis and/or other method to assess local situations, interpret trends, and gather objective information about learning needs. Considers local, regional and state MSUE priorities when making decisions and setting priorities for programming. Identifies potential audiences with examination for any underserved audiences and targets realistic numbers to be reached. Involves stakeholders and collaborators in program development, for example: Develops relationships and maintains communication with a diverse network of potential program collaborators. Engages stakeholders, collaborators, advisory groups, and representatives of intended audiences to help set priorities and develop programs. Displays strong team building skills when working with collaborators. Develops innovative and creative research-based programs, for example: Understands and utilizes the logic model as a framework for planning programs. Selects achievable goals and objectives, and appropriate short-, intermediate-, and long-term outcomes and indicators. Selects appropriate curricula or research-based information for the intended audiences and outcomes, considering diversity and generational differences. Effectively adapts pre-determined curricula for local needs and audiences. Designs methods and learning activities that maximize participation and ensure planned outcomes. Integrates evaluation planning into the program planning process. Uses transformational education concepts when planning programs.
CC1_Planning.docx