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Call Me MISTER

Call Me MISTER. A Program Evaluation of the Call ME MISTER Program at Longwood University. Daisy Hicks Paula Klonowski Leach. Overview. History of Call Me MISTER Literature Review Program Evaluation Questions Methods Data Analysis Discussion Recommendations. History.

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Call Me MISTER

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  1. Call Me MISTER A Program Evaluation of the Call ME MISTER Program at Longwood University Daisy Hicks Paula Klonowski Leach

  2. Overview • History of Call Me MISTER • Literature Review • Program Evaluation Questions • Methods • Data Analysis • Discussion • Recommendations

  3. History • Increase the number of Black males in the teaching profession • Clemson University (1999) • National teacher leadership program for preparing Black male students for careers in elementary and secondary education

  4. History Longwood University • Implemented in 2007 • Region 8 Focus • Lead for the state

  5. Literature Review Three main topics • Faulty Pipelines • Importance of African American Male Teachers • Programs to Increase and Retain African American Male Teachers

  6. Literature Review Faulty Pipelines • 6% of the United States’ total K-12 public school teachers are African American (Norton)

  7. Literature Review Importance of African American Male Teachers • Hassan (1999) describes a need for African American male teachers because they are better able to connect to African American students since they have familiar styles of communication and are better able to handle the historical, economic, and political factors that affect students’ daily lives

  8. Literature Review Programs to Increase and Retain African American Male Teachers • K-12 institution initiatives to college teacher preparatory programs.

  9. Program Evaluation Questions • What particular aspects of Call Me MISTER are of most value to its stakeholders? • What impact has Call Me MISTER had on past and current participants and partners?

  10. Methods

  11. Methods • Documents • Surveys • Focus Groups

  12. Data Analysis • 60 students have been inducted as MISTERs in Training (MIT) since 2008. • 21 are still currently in the program and 8 have graduated. • Seven of the graduates have gained employment in the education filed and one graduate’s employment status was unknown

  13. Data Analysis

  14. Data Analysis Reasons for MIT Not Continuing in MISTER Program

  15. Data Analysis Note: 1= Strongly Agree, 2=Agree, 3=Neither Agree or Disagree, 4=Disagree, 5=Strongly Disagree

  16. Data Analysis Note: 1= Strongly Agree, 2=Agree, 3=Neither Agree or Disagree, 4=Disagree, 5=Strongly Disagree

  17. Data Analysis Note: 1= Strongly Agree, 2=Agree, 3=Neither Agree or Disagree, 4=Disagree, 5=Strongly Disagree

  18. Discussion Evaluation Question One: What particular aspects of Call Me MISTER are of most value to the stakeholders? • The advantages far outweighed the disadvantages according to participant responses. • division personnel, there was not a clear indication as to one particular aspect that was the most beneficial • students that are currently in the MISTER program ranked the leadership aspect and opportunities that the MISTER program gave them very highly • none of them indicated that it influenced their decision to go into education as a career.

  19. Discussion Evaluation Question Two: What impact has Call Me MISTER had on past and current participants and partners? • Information gathered from school personnel did not provide a clear insight into the impact of MISTER on their division. • Current MISTERs in Training had positive responses pertaining to the leadership aspects of the program and the opportunities that Call Me MISTER has provide to them. • The retention data indicates that almost half of the total students to start as a MISTER have continued or graduated the program. • The ones currently in the program all intend to return to their home division and try to find employment when they graduate.

  20. Conclusion • Based on the data that was gathered, it is not evident that there was enough information to fully answer the evaluation questions. • A range of information was collected from a variety of stakeholders but more data needs to be collected to gain a better understanding of how the program is functioning.

  21. Limitations • Due to the program director not being easily accessible it was difficult to adhere to time lines for all aspects of the evaluation. • difficulty setting up a focus group with the current Call Me MISTER Longwood students. • Ideally, more information would have been collected once the evaluators reviewed the initial data that was collected. • It would have been ideal to follow-up with the division personnel as well.

  22. Recommendations • Further evaluation would be useful in targeting how specific activities may play a role in meeting the purpose of the program. • Follow-up with the graduates of the program to determine how they valued Call Me MISTER would also provide useful information about the program. • Given that several of the divisions were not even aware of the Call Me MISTER program, it may be of value to evaluate how effective the recruiting strategies are in meeting the needs of the school divisions.

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