Tip:
Highlight text to annotate it
X
>>DR. BELINDA GIMBERT: If everybody could take one of these,
and if you could get out your cell phones or iPad
or hopefully everyone has some tool with them
because you will need to use the tool.
I'm Belinda Gimbert from Educational Administration, Ed Studies,
and this is Becky Parker. She is our projects senior manager.
What we're going to share with you today
is a couple of practical things about logic models,
maybe a little bit of advice, suggestions, and then actual specific examples.
So, on the front sheet you have a description of the project which is called,
"Mobilizing National Educator Talent," and on the flipside of that,
you've actually got the example of our logic model.
Now, in our proposal, the 3-letter word was in there,
and it was, "may"- may include a logic model.
Our advice to you would be,
if you see those three letters together, that means do include.
Please put one in, because if nothing else,
it will often make your proposal stand out
from somebody else's who doesn't have one.
As Richard already said, "A logic model clearly pulls together,
in a very short space, all the pieces of your project."
And we all know that saving space in a proposal is very important.
So, when we put this proposal together,
and we were struggling with the 50page, double-spaced,
12 point...all that kind of stuff, there was a question
as to whether we would include the logic model
or not because those three letters were there
"May include."
While we decided that it was worth cutting out some of the text,
because the picture was worth a 1000 words.
So that would be our advice, our initial advice.
The other thing is, your going to get
some good examples of logic models here today.
What you have to do is look at the context of your project,
because it is just like doing work
in one school system and shifting it to another.
It is the context that is really important.
So you have to make sure that you look at the examples
and think about all the pieces that are in your project.
Just don't try to take one and make things force fit.
All right, get your cell phones.
Scan the QR code on the bottom of the front sheet.
If you don't have something that you can scan,
or you don't really have a QR reader on
either your cell phone or your iPad, then the website is there.
It is down the bottom.
Go to www.teachmNet.org.
So get yourself there because we have purposefully posted our information
into our LMS system so that you have an opportunity to go in,
because when we talk about inputs and outputs and outcomes
and resources...If it is all a textural than
you are not going to take away as much from today's session.
So get yourself in there.
While your doing that I'm going to give you a little bit of the
context without reading this to you,
but our project, it is truly an innovative...
It's a non traditional teacher preparation program,
in the sense that, if you are not coming into a traditional program
typically at age 18 and graduating round about age 22,
then these are the kinds of programs that school systems, non-profits, for-profits...
I don't know if all of you know but actually
IBM runs their own teacher preparation program.
Not sure if you are aware that you can actually get certified in Ohio
these days without having to go to any institution of higher ed.
So there are a lot of non-traditional routes.
You might have heard the word "alternative,"
sometimes conjures up a bit of a negative connotation;
it's really just a different pathway among multiple pathways
for an individual who wants to become
a teacher to get certified to be a teacher.
And in high need states, such as Texas, this is a critical need.
So if you look at the map on that front page...
I'm hoping by talking that all of you have got to the website,
some way shape or form by now.
You'll actually see that we've got 14 partners.
Meaning that there are still sub awards within those partners,
but there are 14 primary locations within the US that
this grant is operating through, and those are all states,
12 states, and then we have Washington ...
have D.C. as well as Puerto Rico.
Alright, given your all there now,
if you'll also look you'll see that there is an LMS
(indistinguishable) up here.
And that LMS, click on that, and then it comes up with user name...
>>Becky: It's going to take you to the (indistinguishable) page.
I already logged in.
>>DR. BELINDA GIMBERT: You'll come up with a user name and a password.
Look at the sheet.
Your user name and your password.
Everybody is guest@knottt.org
and then the password for this week,
which you can use at home until Sunday night I guess.
>>Becky: Monday Morning
>>DR. BELINDA GIMBERT: is higuni28, no space, higuni28
Once you're in it will look like what Becky's got.
Scroll down a little bit and you'll see,
underneath our calendar, just temporarily we posted three files.
One's the logic model.
One is the pdf of the presentation
and the third one is the mNet flier.
So you actually have the hard copy of the flyer or the brochure,
and you have the hard copy of the example of the logic model.
What you don't have is the PowerPoint.
I have the pdf of the PowerPoint.
So open the pdf of the PowerPoint.
So now you've got three pieces in front of you.
>>Lady from the audience: So what did you say... guest@knot with three t's...
>>DR. BELINDA GIMBERT: Yes, yes. It's on the front. I wrote it on the front.
It's on the front of the handout.
>>Lady from the audience: Oh good, on the handout. Gotcha
>>DR. BELINDA GIMBERT: Ok we weren't
quite sure just to what extent
there was going to be a little bit about our logic model.
The purpose of a logic model.
So, I know we need to stick within our time, this will be available.
But I think it's really important because there is no point in doing a logic model
if you don't have a real purpose for doing it.
Just putting one in for a proposal for the sake of it
actually could end up doing yourselves a disservice
if you really haven't thought through the pieces.
So, the purpose, why we have a logic model.
And why do we use it in program planning and evaluation.
And from our prospective, we wanted to share with you
what is our ttt which is "Transition to Teaching?"
That's where this grant is funded at The Office of Innovation and Improvement,
same as Jerry's and Emily's.
What does it look like in practice and how we used it.
So for most of you, you've figured out now,
it could look like the two examples that you've seen so far
with lots of boxes and lots of text. Right?
But it could also, it could also be a diagram, it could be a picture.
It doesn't have to just be words,
but what it has to show is this logical relationships
amongst the resources. They're invested.
The activities that are going to take place, and as Karen already said,
the benefits of the change that will result.
And if we use this tool in our proposal as a tool, so it's not just a model.
It's also a tool, in which we can advocate the program's effectiveness.
It clarifies the strategies underlying the program.
It builds common understanding.
It communicates what your program is or is not.
Remember, is not, sometimes the reviewers need to understand the boundaries.
Is not. That's important.
And the piece [coughing] that is very important for us
is that it forms the bases for evaluation.
Becky is going to talk a little about that.
Sometimes in a proposal the evaluation piece gets missing.
I'm not sure how many of you have had third party evaluators
or external evaluators.
Often they feel like just a hanging appendage.
You really need to make sure that
they are part of the process of building your logic model.
Because if they are an integral piece of what your outcomes
of your project are going to look like in text,
when you report back to, in our case back to the feds.
I think they can, we can, go on to the second time.
So for us, one of our program goals...
If you now take a look at the a, either online or
you can take a look at the actual model,
you'll be able to see what our actual overarching goals are.
And I really like what Karen said, that you actually work from right to left,
you shouldn't be working from left to right,
you should work from right to left.
I teach math not reading.
So, these are our overarching goals.
And remember overarching goals are not
something that you magically just make up.
They have to align with the priorities of your proposal.
Whatever R and P is they've got specific program goals, overarching program goals,
that you have to make sure that your goals for your project align with those.
In this case there were four priorities, and so we had four major goals.
You've already heard a little bit about the situation.
It is really important when you are brainstorming
what your logic model is going to look and sound like,
that you clearly come up with a statement...
a short statement that describes the situation for your project.
These texts should also be in your proposal.
So it is not as if your reinventing something
and then you are going to throw it away.
Keep this and use this in your proposal.
The other thing that helps is a review of the connect the dots.
Often times you've really got to connect those dots for them.
Look at our actual model here, on paper or online,
and you can see the first thing we
worked with were the assumptions and the external factors.
Again, often those come in hindsight, go to those pieces first.
We chose to put them specifically at the bottom of our logic model
because we wanted to stress to the reviewers
that these are actually holding up the model.
Kind of like an image that we tried to get through to them.
That the external factors and the assumptions are really a piece
that we have explored thoroughly and we know
that they are providing a concrete foundation.
Next please. All right.
These are some of the questions that we asked ourselves when we first
started putting together each of the pieces of our logic model.
So we said, "What resources are we putting into the program?"
We said, "What activities or programs are needed to achieve the outcomes?"
We asked, "What are the outputs or the measurable products?"
And then the last one. It was what are we trying to achieve here.
You can probably see. That's okay. So go to the next page.
All right. That's fine. We're going to look at inputs and outputs.
We designed our logic model to make sure it matched our management plan,
and the actual outcomes, objectives and outcomes of the project itself.
So when you see this logic model here, parallel to that was the
development of the outcomes of the objectives
and the umm...and the management plan.
I'm calling it a management plan,
and I'm not sure if too many of you are familiar
with a management plan but at a later date
if you want examples of a management plan
we can also detail that for you as well.
So we started with inputs and we looked at,
" What are the inputs that are required for our project?"
And I know you can all read, so if you would look down that line
those are the basic ones that I would pretty much expect all of you
to be thinking about when your looking at inputs for your project.
There might be some variations and some additionals,
but for the most part it's the staff.
And for us one of our critical staff needs were what we call "SME's"
- not to be confused with smurfs -
but smee's are Subject Matter Experts.
So we call them a SME.
And staff, predominately for us, are incredibly important
when it comes to the pedagogical content knowledge
for beginning teachers and also the content knowledge.
So we thought thoroughly about staff subject matter experts. 5 minutes.
Then we look at the outputs.
The outputs we put together in terms of activities and partners,
because we are a collective group, a synergetic team.
OSU is the umbrella, but we are not the only workers in this project.
So we had to think about, "Who were the partners and what roles and
responsibilities will they have, and what are the activities
that they will do as partners?"
And there are some acronyms in here.
It's okay to use acronyms in your proposal.
Just make sure in your actual text that you explain what those are.
And I'll just give an example. It says develop the VLE.
That stands for Virtual Learning Environment.
I think we've talked about those and you'll have the
Power Point to be able to review. Okay.
Inputs we also need to think about HR, facilities, equipment,
remember some projects don't really take too kindly
to a whole bunch of equipment and supplies.
And for most of us you've got to think about supplant vs. supplement.
So be careful as you are naming those kind of
equipment and supplies partners and technology.
All right I think the activities are just detailing a little more.
The outputs. Okay I think we discussed all of those. Keep going.
All right I'll turn it over to Becky.
>>Becky: So one of the things that we try to do
is to make sure that this is a 5yr grant.
So to help that reviewer, and to help us plan out
over the course of that 5 yrs we developed
Short Term, Medium Term, and Long Term goals.
And we spelled them out in there and that helped them
to see the sequence of the activities over time.
Then you'll see the overarching goals on the far right side.
And so if you look across there it begins to build that picture.
It begins to connect all those pieces that Belinda just went through.
And so, this helped us also, the management plan kind of chunked out. Budget
So it all fits together as you work through the
pieces of putting the proposal together.
And I'm not going to spend time reading through these.
If you have specific questions we will be happy to answer those.
So you have to factor in your resources and your activities
as your building that for multi-year grants.
Um, and even over a yearlong grant you can do the same thing by
quarter or by um, by a semester kind of division.
But its important to be able to, you don't do it all up front
and you don't do it all at the end,
or you don't wait till the end to show the results.
And then, as its already been pointed out over and over, what is the impact?
And that's the most critical piece I think.
Um, when your putting something together it has to show an end result.
And so what is the impact or the
intended outcome of what you're trying to do?
And we choose to not include the evaluation plan.
We have a third party evaluator.
We didn't include them as an actual box or an actual pull out in the logic model.
But what we did, and what you have in the Power Point that's online,
is we've shown you how the evaluation piece connects with the logic model.
And they were an intricate part as we built this
so that they could begin to see how their evaluation component,
over the course of time, would help us get
to those overarching end goals.
So, um, we're not going to take time to go
through all the evaluation components but
it's in the Power Point that you can access online.
And I just want to make a claim that by Monday,
those three documents will be off the LMS.
You can't get to them anyway because the password will change,
and our sites will be like "why did you post these up there"
and I don't want to cause a lot of confusion.
So you have till Monday to get them down
and then we're going to take those down.
And they um, the other resources will be on the research website,
so you can access them from there as well.
So these are the evaluation slides at the end and you can take a look at those.
So do you have any questions for us? .... Awesome. Thank you.
[Clapping]