|
, You are here: Wiki-Summaries >> Monitor, Report, Evaluate, Improve >> Improving >> School Recognition Programs
|
This Section: Monitor, Report, Evaluate, Improve (MREI)
|
Monitor, Report, Evaluate to Improve (MREI) - School Recognition & Incentive Programs
<
>
Many advocates and authorities use school recognition programs or small-scale incentives to encourage schools (primarily) or agencies to improve or initiate their health and social development efforts. These programs are often based on stated and generally accepted effectiveness criteria and often require a specific action or activity each year. These programs can promote a specific activity related to a particular health/social issue or promote healthy development overall. Participating schools will usually receive a certificate, banner, small grant, official letter or similar reward for participating. These recognition programs are different from more elaborate, higher stakes “award/accreditation” systems that require an external verification and often have different levels of achievement that schools work towards over time and that are re-assessed periodically. Effective recognition and incentive programs will require participation from several people within the organization, ensure sign-off by the organizational administrator and seek to integrate the reward with other reward, recognition activities. Effective school recognition programs will require annual activities to maintain their participation status. Reward ceremonies should be as visible as possible, with activities such as letters to the host school board trustees, news releases to local media, invitations to ceremonies giving the recognition and other similar steps. The programs host should track and publish participation rates, conduct evaluations showing their impact on policy and program development, gather informal practice stories from participants and encourage exchanges of experience-based knowledge among participants as well as link those practical experiences with the more formal published research literature. The evaluation of school recognition programs should first focus on participation, tracking numbers of schools participating as well as participants in the individual schools. Their effectiveness should also be based on determining if staff, parent and student awareness about the issue or about school programs in general was increased. Evaluations should also assess whether the school, school board, health or other local authorities are willing to continue the activity after the incentive/recognition is discontinued.
Examples of school recognition programs include; (1) the Healthy School Environment Recognition Program (HSERP) sponsored by Michigan Action for Healthy Kids, (2) the Healthy Schools Program National Recognition Award of the USA-based Alliance for a Healthier Generation (funded by the Clinton Foundation), (3) a local Green Schools Recognition program in Palm Beach Florida, the Quality, Daily Physical Education program offered in Canada and others. This summary was first posted in May 2010 and revised in 2016. Currently it has been posted as a "first edition" version. The following individuals or organizations have contributed to the development of this topic; Albert Lee, Christine Beyer, Nancy Hudson, Candace Currie, Vivian Barnekow,Said Arnaout,Suleiman El Shehri, Raj’a Omar, Faten Ben Abdel Aziz, Lloyd J. Kolbe, Sean Slade, Seung Lee, Dean Brooks, Doug McCall. We encourage readers to submit comments or suggested edits by posting a comment on the Mini-blog & Discussion Page for this section or posting a comment below: Text to be added here
This summary was first posted in May 2010 and revised in 2016. Currently it has been posted as a "first edition" version. The following individuals or organizations have contributed to the development of this topic; Albert Lee, Christine Beyer, Nancy Hudson, Candace Currie, Vivian Barnekow,Said Arnaout,Suleiman El Shehri, Raj’a Omar, Faten Ben Abdel Aziz, Lloyd J. Kolbe, Sean Slade, Seung Lee, Dean Brooks, Doug McCall. We encourage readers to submit comments or suggested edits by posting a comment on the Mini-blog & Discussion Page for this section or posting a comment below: Text
This summary was first posted in June 2012. Currently it has been posted as an "excerpt/adaptation", "first draft" or "revised draft" and "first or revised edition" version. The following individuals or organizations have contributed to the development of this topic. We encourage readers to submit comments or suggested edits by posting a comment on the Mini-blog & Discussion Page for this section or posting a comment below: Due to the length of Handbook Sections (similar to a book chapter) prepared for this web site and knowledge exchange program, we post these documents as separate documents. Click on this web link to access the draft or completed version on this topic. Come back to this page to post any comments or suggestions. Bibliography/Toolbox on
Key research, reports and resources on this topic are highlighted below. Many of the topics in this web site also have extensive bibliographies/toolboxes (BTs) published as separate documents. Click on this web link to access the full version of our Bibliography/Toolbox on this topic. These lists use our outline for these collections that we have developed over several years of curating these materials.
The following additional resources are posted on this web site or published by other credible sources. Please send any suggested additions to i[email protected] |
For updates and reader comments on this section, go to our Mini-Blog on Monitor-Report-Evaluate-Improve (MREI)
The number of summaries completed or drafted in this section are listed below) - Overview
|