According to www.actionevaluation.org, “[i]t is important for social change organizations to be able to explain what impact they expect to have, over the short term, and how [long term] outcomes set the stage for longer-term impact. Identifying and clarifying specific short and long term outcomes will help me to “differentiate between outputs/activities and outcomes, so that [I] focus monitoring and evaluation efforts on those changes [I] really need to track”.
When deciding on what approach to use for my program evaluation, I considered the comparison between Theory of Action and Logic Model Framework outlined by Action Evaluation. I feel a ToA is a better fit for a smaller-scaled, social justice group. Because of the nature of the group as an agent of change, and because of its exponential growth in only 16 months, more immediate changes need to be made in order to build capacity, my evaluation is best suited for Theory of Action.
Using the guide on Action Evaluation have outlined a Theory of Action Plan
| Project Stakeholders | PRIMARY-Those directly involved and impacted by the results of the project.
SECONDARY-Those who are less involved but might benefit from the findings
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| Vision
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How will our participants, student population, teaching staff, administration and community change as a result of PAWS’ work?
“Nurturing Students to Impact the World for Christ” PAWS offers students a platform to discuss social injustices and works of mercy that they are interested in correcting and/or pursuing. The structure of the club allows students to join their efforts with like-minded individuals so that their works can be magnified and supported by solidarity within their peer group. |
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| Long Term Outcomes | What are the most important changes in our community that PAWS will contribute to?
1. Support a student-lead (teacher-facilitated) social justice group that contributes to the school community and community partners though meaningful charitable acts |
Short-Term
Outcomes |
What changes do we expect need to happen NOW in order to reach our long-term goals?
a. Invite staff and administration to meetings b. Give students more opportunities to fundraise and participate in charitable acts outside of school c. Create greater school-wide awareness of PAWS endeavors d. Access to funds |
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| 2. Shape life-long values and sense of purpose in participants | a. Students attend weekly meetings to gain knowledge
b. Teacher liaison provides students with resources and tools to extend their work outside of school c. Students use available resources to connect with charitable community agencies. |
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| 3. Increased awareness about the needs of community (charities), when these needs exist and how the school community can work together to address them | a. Better knowledge and understand among staff and students
b. Student engagement in PAWS activities c. New teacher advisors/liaisons |
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| Key Actions | What is PAWS currently doing to achieve these desired results / outcomes? 1. Run a minimum of three in-house charitable / social justice projects2. Teacher liaison funding requests through various grants |
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| Linking Actions to Short-Term Outcomes | What change do you hope will happen by implementing this action?
An increase in staff engagement Capacity building through awareness |
Why do you think that this action will lead to this outcome?
With a greater presence in the school, PAWS will create more awareness about their ministry and how the school community can help with their charitable endeavors. More funds means more avenues for students to inform others, and participate in off campus ministry work |
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| Change Partners | What other partners are necessary to help PRIDE reach the short-term goals?
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| Administration/Staff | Administration can influence teacher engagement in PRIDE as extracurricular work
They can provide funding for materials and transportation for volunteer work (on and off campus) |
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| School Community | Their efforts will educate the school community about the needs of the community and what can be done to help
Their work creates awareness and will bring in more volunteers (teacher and student) |
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| Funders | Grant money and funding allows PAWS to expand their work into multiple charitable organizations.
They help with the resources needed to |
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| Community / Feeder Schools | Building an awareness with future students allows to build a sense of community and also begins to shape lifelong values and purpose before reaching high school | |||