Indiana Department of Education
Assessing the Effectiveness of Indiana Charter Schools
Introduction
Calumet College of St. Joseph (CCSJ) proposes to create and conduct an
independent evaluation of the effectiveness of the Public Charter School Program (PCSP)
in Indiana. Under this proposal, in Year 1 the college would develop appropriate survey
and interview instruments to assess student achievement and a productivity analysis that
would integrate various data pertaining to resource utilization, including financial data
and data about student performance or achievement. In Years 2 and 3, CCSJ would apply
these tools, assess the effectiveness of the public charter schools in the state, prepare and
disseminate a complete evaluation, and provide recommendations for future directions
based upon educational best practices.
CCSJ is the appropriate institution to conduct such an evaluation for several
fundamental reasons. We are committed to our mission to provide high-quality
educational programs for the underserved populations in the region we serve, populations
that are similar in many ways to the target populations for many of Indiana’s charter
schools. For example, we provide a large and well-trained cadre of teachers for some of
the highest need K-12 school systems in the state through our comprehensive education
program and the largest Transition to Teaching program in Indiana. On our campus, we
provide sound and effective support programs for the students we admit to our programs
to ensure their success. In the community, we have developed close relationships with
high-need K-12 school systems. We work with schools in Gary, Hammond, East
Chicago, and Merrillville, among other local communities, offering them team teaching
and professional development opportunities. Our teacher candidates provide tutoring and
after-school programming at these schools and receive invaluable experience there.
Therefore, we have already developed a base of experience in addressing the educational
issues involved in working with this type of high-need student body. We intend to build
upon this unique experience base to develop, then implement, a sound and appropriate
research model.
In addition to broad institutional experience, the college can also offer depth of
individual evaluation and research experience. Joi Patterson, Ph.D, Education Program
Director, is a member of the National Council for the Accreditation of Teacher Education
(NCATE) Board of Examiners and chair of the Indiana Association of Teaching
Education (IACTE) Outstanding Schools committee, positions in which she regularly
applies standards of educational excellence and utilizes educational evaluation processes.
Dr. Patterson would bring these exemplary skills to her role overseeing the charter school
evaluation program (see Appendix 1 for her curriculum vitae). The other members of the
core team, described below, bring complementary skill sets to the project that will ensure
design and implementation of an innovative and appropriate research program.
Calumet College of St. Joseph therefore would bring appropriate skills and
experience, along with a unique mission-driven emphasis on ensuring the best possible
education for underserved populations and a track record in that area, to the charter
school evaluation program. This research initiative would also offer advantages for the
college. Both the core team and other education department staff members look forward
to undertaking this substantive research initiative, while the college anticipates making a
significant contribution on the statewide level.
Capacity for the Project
Calumet College of St. Joseph (CCSJ) has the professional personnel, graduate
researchers, support from top administration, and material support to conduct a thorough
audit of Indiana’s forty charter schools in order to analyze the relationship between PCSP
funding and student achievement.
Personnel: All faculty in the Department of Education at CCSJ are professional
educators with teaching and administrative experience in K – 12 school systems.
The charter school evaluation effort would be implemented by a core team of Dr.
Patterson, Michele Dvorak, Ph.D., John Shields, Ph.D., Jeannette Shutay, Ph.D., and
Garrard McClendon, working with the CCSJ Education Committee. These faculty
members bring substantial experience and diverse research interests to the project that
together will ensure the skills necessary to complete it successfully. Their research
interests are described in the following section, and curriculum vitae are found in
Appendixes 1 – 5. Membership in the Education Committee, which meets monthly, is
listed in Appendix 6.
Graduate Students: Calumet College of St. Joseph’s Leadership in Teaching
master’s degree program is a cohort model for working teachers that requires courses in
educational research and research design. This group of well-qualified and highly
motivated students would provide assistance in implementing the research, while this
statewide research initiative would in turn offer them a real-world analytical experience
that would become an important part of their graduate education.
Support of Top Administration: The charter school evaluation project has been
endorsed by Vice President for Academics, Daniel Lowery. Dr. Lowery meets with
college president Dennis Rittenmeyer on a daily basis as well as in formal weekly
meetings. The administration supports the program as an opportunity to contribute
CCSJ’s skills in educational research to the broader education community in Indiana and
to develop meaningful research agendas for graduate students. Because of the importance
of the project, Dr. Lowery and Dr. Patterson would directly oversee its implementation,
analysis, and reporting functions, with Dr. Patterson as project director reporting to Dr.
Lowery on a regular basis.
Material Support: The research team would be well supported by appropriate
research materials. Library director Virginia Rodes specializes in research and would
obtain all materials necessary in support of the project’s research goals. Her background
makes her ideal for the task – she holds two master’s degrees and has decades of
experience connecting people and information in college and university settings. The
Department of Education has adequate support staff to undertake the project. In addition,
the college has the types of equipment and software (such as the SPSS statistical analysis
program) necessary to complete the project.
Experience in the Field
The faculty team from the Department of Education that would implement the charter
school evaluation project has substantial research experience in educational best
practices, program evaluation, assessment, research design, and statistical analysis. Joi
Patterson, Ph.D., Education Program Director, has a research background in educational
evaluation and charter schools. Michele Dvorak, Ph.D., has been responsible for new
program development, program review, and the assessment of academic structures and
processes. John Shields, Ph.D., has research experience in the areas of staff morale and
leadership skills in education. Jeanette Shutay, Ph.D., has extensive experience in
program evaluation, student assessment, analyzing student performance, research design,
and statistical analysis. In addition to a number of projects in the corporate arena that
involved data screening and manipulation, response modeling, customer segmentation,
forecasting, and general data analysis, Dr. Shutay has performed three major analytical
projects that are relevant to this proposal. She analyzed student performance data and
identified weakness of student assessment for the Chicago Public Schools. She performed
program evaluations using qualitative and quantitative data and participant pretest/posttest performance data to develop recommendations for program delivery at the University
of South Florida. And she assessed student performance data for the Glenbard South
School District 87 in Glen Ellyn, Illinois. These research projects utilized the same skills
and activities as the project proposed here, assessing the performance of Indiana charter
schools, will require. Garrard McClendon brings a research base in facilitating teaching,
diversity in the classroom, and communication skills to the project. He has impressive
credentials in writing and teaching in these areas. The CCSJ team therefore brings
complementary skills and research interests to the project.
Tools to Be Developed
The study of charter school effectiveness will be aligned to Indiana Department of
Education measures of student achievement. It will utilize a triangulation approach to
assess (1) evidence of student achievement, including data such as ISTEP scores; (2)
evidence of each charter school’s goals, including the school mission, improvement plan
and calendar of events; and (3) evidence of achievement and satisfaction that cannot be
quantified through surveys of parents, teachers, and administrators and through
interviews of a random sample of the population of interest that will be generalizable to
the entire group. This approach will combine the quantitative assessment of data (for
example, from standardized tests) and the qualitative analysis of surveys and interviews.
Next, a productivity analysis will be devised that integrates various data pertaining to
resource utilization, including financial data and data regarding student performance or
achievement. Productivity ratios are especially effective in analyzing the effectiveness of
ongoing programs. They can be used to compare a school or group of schools against a
standard of achievement; to compare a school’s or group of schools’ performance over
time; and to compare the relative effect of different educational strategies by contrasting
achievement among charter schools using different methods or approaches. Developing
appropriate productivity ratios is a key aspect of the project that will provide a number of
measurements to assess the relationship of PCSP funding to student achievement.
The assessment, then, will require collecting the following information from each
charter school in Indiana:
1. Budget/allocation
2. Grants
3. ISTEP scores
4. SAT/ACT scores
5. NWEA (if applicable)
6. School Improvement Plan, including goals for graduation rates, parental
participation, ISTEP scores, attendance, and technology.
7. Curriculum
8. Instructional methods
9. Instructional resources
10. Schedule/hours per subject
11. Extracurricular activities
12. Academic achievement
13. AYP status
14. Retention rate
15. College attendance rate
16. Community participation
17. Parental satisfaction
18. Faculty satisfaction
19. Administration satisfaction
The data required for items 1 through 16 can be secured through school records.
The faculty team for this project will determine the best statistical methods for evaluating
this data in Year 1, as outlined in the following timeline. Items 17 through 19 will be
secured through the tools to be developed during Year 1. These tools include the
following:
1. A survey to measure satisfaction among parents.
2. A survey to measure satisfaction among faculty.
3. A survey to measure satisfaction among administration.
4. An interview guide for each group: parents, faculty, administration.
Next, CCSJ’s research team will develop the appropriate set of productivity ratios to
correlate financial investment in the charter schools with each school’s performance.
Ratios will be developed in three categories:
1. Ratios to compare each charter school’s and the overall group’s performance
against a standard of achievement.
2. Ratios to compare each school’s and the group’s performance over time.
3. Ratios to compare the relative effect of different strategies by comparing
charter schools.
Project Staff and Duties
The project team has identified a lead person from the Education Department who will be
responsible to oversee the development of each research tool and its later
implementation. Similarly, a lead person has been named who will identify the best
method for assessing each type of data collected from the Indiana charter schools and
produce a model to be followed in collecting and assessing the data. This person, again,
will later be responsible for requesting and analyzing the data in question. Although the
identified lead person will be ultimately responsible for each tool or assessment model,
he or she will work closely with the Education Committee, which consists of education
faculty, liberal arts faculty, teacher candidates and department alumni, and the Education
Department staff.
The following table identifies the type of information that will have to be
collected to assess Indiana’s charter schools. The CCSJ team will assess the availability
of data, best methods of procuring it on a timely basis, and the most efficacious points for
comparing the data They will then identify the proper research method for evaluating the
data collected during Year 1 as indicated in the following table.
Information to Be
Collected
ISTEP scores
NWEA (if applicable
School Improvement
Plan:
 Grad. Rate
 Parental
participation
 ISTEP
 Attendance
 Technology
AYP status
Retention rate
Academic
achievement
Instructional methods
Schedule/hours per
subject
SAT/ACT scores
College
enrollment/admission
rate
Professional
development
Research Method
to Be Identified
Statistical
quantitative
Statistical
quantitative
Educational
qualitative
Timeframe
Responsible Party
January 2008
Lead: Patterson
January 2008
Lead: Shields
February 2008
Lead: Patterson
Statistical
quantitative
Educational
quantitative
Educational
quantitative
Educational
qualitative
Educational
qualitative
Statistical
quantitative
Statistical
quantitative
February 2008
Lead: McClendon
March 2008
Lead: Education
faculty
Lead: Patterson
Educational
qualitative
March 2008
April 2008
April 2008
Lead: Education
faculty
Lead: McClendon
September 2008
Lead: Shields
September 2008
Lead: Shields
October 2008
Lead: Dvorak
In a second phase of the Year 1 project, Dr. Shutay will assess data available
about each charter school’s budget, including the specific budget allocations for
curriculum and instructional resources, and any grants received to develop the
productivity ratios that will enable the CCSJ team to determine the relationship between
funding and student achievement. This assessment will take place in September and
October 2008.
The third phase of the Year 1 project involves developing the instruments
required for the qualitative research that the project will require, including surveys of
parental satisfaction, faculty satisfaction, administrative satisfaction, and community
participation, and an interview guide to determine administrative satisfaction with the
school improvement process. This development process will be led by the education
faculty and completed in June 2008.
While specific time frames have been identified and deadlines set to ensure that
the work is completed in a timely fashion, the goal is to complete all evaluations and
development by the end of October. Early in November, the Education Committee will
meet to ensure that all preliminary work required to evaluate Indiana’s charter schools is
complete and to develop a comprehensive research model for the next two years based
upon it.
Budget, Year 1
The Year 1 budget primarily involves the cost of faculty time for assessing research
methodology and to develop the required instruments, as outlined in the previous section.
Therefore, it breaks down as follows:
Stipend, project director
$ 2,050
Faculty stipends, lead faculty members at $1,950 each
Department supplies
11,700
150
SUBTOTAL
Indirect costs @ 8 %, $1,112; amount requested
TOTAL REQUEST
13,900
1,100
$15,000
Tentative Budget, Year 2
Tentative budgets for Years 2 and 3 also would primarily fund faculty stipends,
reflecting the amounts of time required to apply the research methods identified and the
tools developed in Year 1, with the addition of travel, supplies, and postage costs.
Stipend, project director
$ 5,000
Faculty stipends, lead faculty members at $4,000 each
24,600
Estimated travel to charter schools
2,400
Estimated supplies
2,500
Estimated postage
2,500
Support staff, 1 part-time person
7,500
SUBTOTAL
Indirect costs @ 8 %, $3,560; amount requested
TOTAL REQUEST
44,500
3,500
$48,000
Tentative Budget, Year 3
The Year 3 budget requests the most support for faculty stipends because this year
of the project will focus on data analysis, conclusions, and recommendations.
Stipend, project director
$ 6,000
Faculty stipends, lead faculty members at $5,000 each
30,000
Estimated travel to charter schools
1,250
Estimated supplies
1,500
Estimated postage
1,000
Support staff, 1 part-time person
7,500
SUBTOTAL
Indirect costs @ 8 %, $3,780; amount requested
TOTAL REQUEST
47,250
3,750
$51,000
APPENDIX 1
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Joi F. Patterson, Ph.D.
926 W. 66th Avenue
Merrillville, Indiana 46410
E-mail: jpatterson@ccsj.edu
Current:
219.795.9077
Other:
219.473.4293
EED
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Master of Science -
Education Administration, August 1998
Chicago State University, Chicago, Illinois
Doctor of Philosophy -
Education, December 1995
Walden University for Advanced Studies, Naples Florida
Master of Science -
Environmental Biology, May, 1993
Governors State University, University Park, Illinois
Bachelor of Arts -
Biology/Chemistry (minor Spanish), May, 1989
Sam Houston State University, Huntsville, Texas
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National Council for Accreditation of Teacher Education
Since 2004
Responsibilities:
 Work effectively in a team environment
 Use multiple evaluation tools effectively
 Have an in-depth knowledge of the NCATE standards
 Conduct on-site visits to Universities
Department Chair, Teacher Education Program
D
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Associate Professor
L
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Addvviissoorr
Calumet College of St. Joseph- Whiting, Indiana
August 2001 – Current
Responsibilities:
 All duties of a department chair
 All duties of a full-time faculty member
 All duties of the director of the traditional program
 All duties of the director of the alternative program
 All duties of the field director
 All duties of the licensing advisor
 All duties of a researcher
Teaching Specialization:
 Cultural Values in Education
 Measurement and Evaluation
 Introduction to the Teaching Profession
 Math and Science Methods
Founder/Owner
EXceptional Schools
2000 – Current
Mission:
To create exceptional, effective, innovative, creative, student centered teachers
through professional development and mentoring. Topics include, but not limited to:
 Raising Test Scores
 Management Strategies/Character Development
 Effective Communication
 Grant Writing/Fundraising
Adjunct Professor – Education Department
Maricopa County Colleges, Glendale, Arizona
August 1998 – August 2001
Responsibilities:
Instructing and developing lesson plans for the following courses every semester:
 Cultural Values in Education
 Introduction to the Teaching Profession
PPrriinncciippaall
Nobel Learning Community, Glendale, Arizona
1998 – 2001
Responsible for the following:
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Day-to-Day operations of school (K – 8)
Designing and overseeing the implementation of the curriculum
Writing and implementing Character Education Curriculum and activities
Staff development
Discipline (Responsible Thinking Process)
Scheduling (block and traditional)
Fundraisers
Designing and overseeing the implementation of school improvement plan
Proposal writing for public and private funds
Designing and implementing budget
Designing and implementing Policies and Procedures
Marketing and Design
Supervising and Overseeing Various Programs and Services
Assistant Principal
Chicago Board of Education, Chicago, Illinois
John Hope Community Academy
1995 - 1998
Responsible for the following:
 Substitute Teacher Orientation and Supervision
 Supervision of Instructional and Bilingual Programs
 Staff Development
 All Other Duties As Assigned By The Principal
Bilingual Science Teacher/Coordinator
1991 - 1995
Responsibilities include the following:
 Coordinate ESL and Science Program
 Math and Science instructor to Bilingual Teacher
PPU
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“Imagine That” Making Learning Visible – (in progress)
“Teach Like It’s an Emergency”  2000
The Most Important Steps to Get Your Non-Fiction Book Published - 1999
A Descriptive Study of a Home Schooling Program -  1996
Family Learning Reading and Writing System – 1993
PPR
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Step II – $1,800.00 – Indiana Professional Standards Board - 2005
Transition to Teaching Proposal for Calumet College of St. Joseph (2.5 million) - 2003
Charter School Proposal for First Church of God – 2002 (700 students)
Host of non competitive Arizona state funding grants – 1998 - 2001
Positive Behavior Initiative – ($10,000) AZ state funding - 2001
Technology Proposal – ($95,000.00) AZ state funding – 2000
Literacy/Reading – (&25,000.00) AZ state funding – 2000
Gifted Services – ($5,000.00) AZ state funding - 2000
East Coast Field Trip – ($50,000) private funding – 2000
Schools-On Line – ($5,000) public funding - 2000
Communication system – ($20,000) public funding – 1999
Playground equipment – ($2,000) private funding – 1999
After School equipment – ($2,000) private funding – 1999
Science Desert-Scape – ($1,000) private funding – 1999
Art Program – ($1,000) private funding – 1999
Technology Grant – ($5,000) public funding - 1998
After School Latchkey Program ($150,000) private funding - 1997
Lego Science - John Hope Community Academy ($2,000) - 1997
Technology Grant - John Hope Community Academy ($100,000) - 1997
Urban Imagination - John Hope Community Academy ($90,000) - 1997
PROFESSIONAL TRAINING
 Countless number of assessment conferences - Nationwide
 No Excuses – Department of Education – Arizona, 2001
 What Matters Most for Educators, – Steven Covey, Phoenix, AZ, 2001
 Lyons Quest- Positive Classroom Management, Phoenix, AZ 2001
 National Women’s Conference, Phoenix, AZ. 2000
 How To Be An Effective Administrator, Phoenix, AZ. 2000
 State Charter School Conference, Phoenix, AZ. 2000
 National Charter School Conference, Denver, CO. 1998
 National Middle School Conference, Indianapolis, IN, 1997
 National Technical Training, Chicago, IL, 1997
 High School Scheduling, CBOE, Chicago, IL, 1997
 National Educational Leadership Training, Walloon, MN, 1996
 Efficacy Training, Efficacy Institute, Lexington, MA, 1995
 Chicago System Initiative - CBOE, Chicago, IL, 1994
 Bilingual Pathways - CBOE, Chicago, IL, 1994
 Mathworks for Business - Motorola, Shaumburg, IL, 1993
 TEM Introduction - McCrone Research Institute, Chicago, IL, 1991
 Electron Microscopy - Chicago State University, Chicago, IL, 1991
 Photomicrography - McCrone Research Institute, Chicago, IL, 1990
 Polarized Light - McCrone Research Institute, Chicago, IL, 1990
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& EEN
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Science - K - 9 - Illinois
Biology 6 - 10 - Illinois
Middle School - Illinois
Elementary K - 9 - Illinois
Bilingual (Spanish) K - 12 - Illinois
Education Administration - Illinois
Community College – Arizona
Science K – 9 – AZ
Elementary - AZ
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 Association for Teacher Education
 Discovery Alliance
 American Association of Colleges for Teacher Education
 Phi-Delta Kappa
 Association for Curriculum and Supervision
 National Association For Female Executive - NAFE
 Gifted Education – AZ Dept. of Education
 National Association of Charter Schools
 Urban Imagination - DePaul University
 Chicago Students At The Center - National Lewis
 Chicago Systemic Initiative Design Team
 National Science Council
Doctorate Association
APPENDIX 2
Michele K. Dvorak, PHJC, Ed.D.
4321 Elm Street
East Chicago, IN 46312
mdvorak@ccsj.edu
Education
Catholic University of Louvain, American College, Belgium
Fall 2006
Institute of Public Policy and Educational Leadeship in Higher Education Summer 2006
University of San Francisco, San Francisco, California
May 1998
Doctor of Education: Private School Administration
Minor: Organization and Leadership
Dissertation: An Analysis of the Principles of Catholic Social Teaching as
Practiced
in Inner-City Catholic Schools. UMI, MI 1999
University of Dayton, Dayton, Ohio
Master of Arts: Educational Administration
August 1985
Alverno College, Milwaukee, Wisconsin
Bachelor of Arts: Education, Environmental Education
Minor: Music Education
June 1979
Ancilla College, Donaldson, Indiana
Associate of Arts
May 1976
Employment
Associate Professor in Education
Calumet College of St. Joseph (CCSJ), Whiting, IN
Responsible for teaching courses, participating on the Education Committee, and
contributing to the development of the Education Program.
Research and Sabbatical
2006 - Present
Research Agenda: Presently engaged in descriptive research on alternative licensure,
specifically determination of satisfaction levels for those who have secured licensure
through the Transition to Teaching in the State of Indiana. Presentations to the State
and to professional organizations are planned.
Sabbatical Program: University of Louvain, Belgium from September 20 – December 17, 2006.
Focused my studies on Catholic Social Teaching and the writers/framers of significant
papal documents.
Vice President of Academic Affairs
1999 – 2006
Calumet College of St. Joseph (CCSJ), Whiting, IN
Responsible for the proper functioning of the academic programs. Coordinate
activities of the Academic Affairs area in collaboration with the governance of the
college; communicate with the various accreditation bodies; report to the
President on academic activities, new programs, program reviews and participate
on administrative staff; provide leadership relative to the mission of the college;
coordinate the planning and staff for academic programs including hiring of
faculty and assignment of contracts; participate in the annual review process that
determines recommendations for non-reappointment, promotion, tenure and
sabbaticals; develop and maintain organizational databases; provide final layout
and review for all institutional documents; participate in budget development;
assess academic structures and processes; and oversee institutional and faculty
grants.
Instructor/Assistant Professor
1998 – 1999
Calumet College of St. Joseph Education Program, Whiting, IN
Taught education courses; advised teacher candidates (62); supervised elementary
student teachers; assumed a leading role in the Indiana Professional Standards
Board accreditation process; created communication delivery systems for teacher
candidates; designed accountability procedures; and collaborated with faculty in
creating a quality educational climate.
Administrative Assistant
1996-1998
Institute of Catholic Educational Leadership (ICEL), University of San Francisco
(USF), CA
Developed an Administrative Handbook, organized subscription and mailing lists
of publications, managed the Web Page, participated in recruitment activities,
updated handbooks annually, attended ICEL faculty/staff meetings, and created
and distributed dissertation defense announcements.
Academic Student Services Internship
1996
Laney Community College, Peralta District, Oakland, CA
Participated in daily activities and decisions with leadership in student services at
Laney College, one of the four Peralta Community Colleges; engaged with
leadership in staff meetings; assumed responsibilities for the coordination of a
collaborative project and assumed an active role in the decisions relative to student
grievances and services.
Principal
1989-1995
St. Michael Elementary School, Chicago, IL
Oversight responsibilities for three plants and their respective programs; conducted
faculty/staff interviews, in-services, and professional development; supervised
faculty and staff; held oversight financial responsibilities; developed and executed
grants to complement school program; created programs which responded to
parent needs and sought grants for the maintenance and development of the school.
Principal
1985-1989
St. Martin of Tours Elementary School, East St. Louis, IL
Oversight and supervisory responsibilities for faculty/staff interviews, in-services
and professional development, developed and executed grants to complement
school program, created programs which responded to student and parent needs,
worked with diocesan personnel in long range planning for the school.
Teacher, 8th grade, Junior High/Middle School, Student Council Moderator
Our Lady of Perpetual Help, Hammond, IN
1984-1985
Taught departmental social studies, religion, and English and participated actively
as a faculty member.
Teacher, 7th grade, Junior High/Middle School, Student Council Moderator
St. Bavo, Mishawaka, IN
1982-1984
Taught departmental religion, social studies, literature, and math and participated
actively as a faculty member.
Teacher, 7th grade, Junior High/Middle School
1979-1982
St. Augustine School, Chicago, IL
Taught departmental religion, social studies and language arts and participated
actively as a faculty member.
Awards
2001
Criminal Justice Club Award
1997
Dissertation Forum Presenter at University of San Francisco (USF)
1995-1997
Graduate Merit Scholarship (USF)
1991-1995
Big Shoulders Principal Award (St. Michael School, Chicago, IL)
1992
South Chicago Chamber of Commerce Award, Chicago, IL
1990
Excellence in Management Award, Archdiocese of Chicago
Scholarly Papers and Presentations
2006 September 14 Burning Desire to Change the World? Bring Justice! Initial speaker for
the Sr. Joel Lampen Speaker Series at Ancilla College.
2006 Role of Women in the Catholic Church: Presentation to the Justice Committee at St.
James Church, Highland, IN
2006 January 17
Good to Great- Collins: Mediocre Teacher to Excellent Educator-You!
Presentation to Education Students
2006 February 15
Presentation
Racial Profiling and Catholic Social Teaching: CCSJ Lunch and Learn
2005 Presentation to new Chief Academic Officers as Mentor Assistant Coordinator, Council
of Independent Colleges
2005 Gender Inequities: Camp U Can
2004 Principles of Catholic Social Teaching: CCSJ Lunch and Learn Presentation
2004 Higher Learning Commission Expectations: North Central Division, Chief Academic
Officers Conference: Breakfast Discussion Leader, Council of Independent Colleges
2004 Department Chair Workshop: Breakfast Discussion Leader, Council of Independent
Colleges
2004 New Chief Academic Officer Mentor, Council of Independent Colleges
2004 Principles of Catholic Social Teaching: PHJC Leadership Retreat
2003 Archiving Digital Documents, Chief Academic Officers Conference: Breakfast
Discussion Leader, Council of Independent Colleges
2003 New Chief Academic Officer Mentor, Council of Independent Colleges
2002 Dynamic Duo: Designing a Collaborative Environment for a Successful Self-Study,
North Central Association Annual Meeting: Presentation on Accreditation Process
2001 Chief Academic Officers Conference: Chair, Council of Independent Colleges
2000 Institutional Structures That Promote Communication: Presentation to new
college/university presidents, North Central Association Annual Meeting
Grants Awarded
2002 Principle developer/editor: One million dollar grant to Attract and Retain
Intellectual Capital for Indiana Higher Education Institutions, Project Manager.
2002 Re-directed the $35,000 PHJC grant to purchase a CCSJ mobile 20 station laptop
wireless cart.
2002 Secured a $442,000 CCSJ Transition to Teaching grant in collaboration with the
Director of the Education Program and the Indiana Professional Standards Board.
2002 Secured a $35,000 grant to CCSJ to provide for a revolving loan for students
without access to computers.
2001 Secured with others a Ball Venture Grant for CCSJ: Building Bridges: Breaking
Down Barriers to Earning a Bachelor Degree.
2000 Secured a $2,500 grant to assist CCSJ Education candidates with information
about health services: Healthy Women 2001.
2000 Secured a $2,500 grant for CCSJ: Parents and Kids: Designing a College
Future. Funded; not implemented.
2000 Secured grant initiative (with CCSJ team) as an institutional participant in the
Notre Dame Social Justice Project: Infusing Catholic Social Teaching.
2000 Implemented/administered a $17,000 grant from the Twin City Foundation, Inc.
Child Development Association (CCSJ).
1999 Secured a $5000 grant to assist CCSJ Education candidates with information
about health services: Healthy Women 2000.
1999 Secured a $10,000 grant from the Poor Handmaids of Jesus Christ to purchase ten
laptops for the CCSJ Education Program students.
1996 Secured a $13,000 Solo Cup Middle School Grant, St. Michael School, Chicago,
IL
1994 Secured a $10,000 Solo Cup Middle School Grant, St. Michael School, Chicago,
IL
1993 Secured a $5,000 Mazza Foundation Grant, St. Michael School, Chicago, IL
1989 Secured a $5,000 Solo Cup Preschool Grant, St. Michael School, Chicago, IL
Academic Accomplishments
2006
Mentor Coordinator: Council of Independent Colleges
2003-2005
Mentor for new Chief Academic Offices (6 total)
2005
Assistant Mentor Coordinator: Council of Independent Colleges
2005
Final Editor/layout, CCSJ Faculty Handbook
2005
Study: Effectiveness of CCSJ Transition to Teaching: Three Years Later (Present)
2004
Develop hybrid course utilizing Blackboard (Distance learning)
2004
Principle Reviewer/Editor
Report
Law Enforcement Administration Assessment
2004
Principle Editor
CCSJ Assessment Report
2004
Principle Author/Editor
Change: Law
Request for Approval of Institutional
Enforcement
2004
Principle Author/Editor
Educator of the 21st Century: CCSJ
Education Program, Institutional Report
2004
Principle Author/Editor
in Teaching
Principle Author/Editor
team)
CCSJ Master of Science in Education: Leadership
Principle Author
Dvorak
Model for Implementing New Programs, Clark,
2001
2001
NCA Self-Study Report (Collaborated with
2000
Principle Editor
Student
CCSJ Assessment Plan 2000-2005 To Improve
Learning Outcomes
1999-2005
Principle Designer
CCSJ Fact Book
1998
Principle Author/Editor
Educator of the 21st Century
1998
Principle Author/Editor
Future
Reading the Signs of the Times: Designing Our
1998
Author
Documents
Content Analysis of Six Selected Roman
1998
Author
Content Analysis of Diocesan Documents
1997
Principle Author/Editor
CCSJ Academic Principles
1991-1994
Supervisor of Graduate Students, Catholic Theological Union, Chicago, IL
Community Service
2004-2006
Bishop Noll Institute Board
Chair: Development Committee
2003-Present St. Mary Medical Center Board
Member at-large
2001-2006
2000-Present St. Joseph’s College
Institutional member; President’s
Representative
Fellows member
1999-2005
Administrative staff to Board of Trustees
Academic Affairs
1999
Board of Trustees Faculty Representative
Finance Committee
1998
Board of Trustees Faculty Representative
Finance Committee
1997-2006
Ancilla College Board Member
Academic Affairs Committee
1997
Technology Council
USF
Department Representative,
1996
Assistant to the Dean of Student Services, Laney College, Oakland, CA
1996
Compiled and designed Symposium Proceedings, USF, San Francisco, CA
1996
Produced Working Database for Western Association of Schools and
Colleges. St. Felicitas School, San Leandro, CA
1996
Educational Presenter, Faculty In-service presenter: Catholic Identity
St. Anne Elementary School, Salt Lake City, UT
1996
Directed data input for NCEA Publication, USF
1991-1995
Ancilla College Board Member, Development Committee
1986-1989
St. Mary’s Hospital, Ethics Committee Member, East St. Louis, IL
1985-1989
Catherine Kasper Center, Board Member, East St. Louis, IL
South Metropolitan Higher
Calumet College of St. Joseph and Local Community Service Experience
Advisory Boards
2005-2006
2005
Mayor’s Advisory Board, Whiting, IN
CCSJ Computer Information Systems Advisory Board
2005
Working toward a CCSJ Communications Advisory Board
2004-2005
Law Enforcement Advisory Board
2004-Present
CCSJ Institutional Review Board
2004-Present
CCSJ Center of Excellence: Social Justice
2003-Present
CCSJ Center of Excellence: Law Enforcement
2000
CCSJ Paralegal Advisory Board
1998-2005
CCSJ Education Committee Advisory Board
Committee Chair Assignments
2004-Present Academic Council
2004-2005
Lilly Million Committee
2003-2004
Graduate Council Task Force
1999-2003
Curriculum and Assessment
1999-2003
Academic Senate
1998-1999 Lilly Retention Committee
Committee Memberships
2006
Mentor Planning Committee: Council of Independent Colleges
2006
Latino Summit Planning Committee Member; Independent Colleges of
Indiana, Marian College
2005
Graduate Council Committee
2005
Academic Quality Improvement Program Committee
2004
Communication Task Force
2004
Social Sciences Task Force
2004
Graduate council Task Force
2004
Institutional Review Board Committee
2003-2004
Academic Structures Task Force and Committee
2003
Graduate Education Task Force
1999-2004
Retention and Persistence Committee
1999-Present Curriculum and Assessment Committee
1998-1999
General Education Task Force and Committee
1998–1999
Lilly Retention Committee
1998-Present Education Committee
1999-2000
Community College Initiative of Northwest Indiana
1999-2001
NCA Committee
1999-Present Academic Affairs Committee
1999-Present Administrative Staff
1999-Present Finance Committee
Active Membership in Professional Organizations
2000-Present South Metropolitan Higher Education Consortium
1999-Present American Association of University Women
1999-Present American Association of Higher Education
1997-Present Association of Governing Boards of Universities and Colleges
1999-Present Council of Independent Colleges
1999-Present Independent College of Indiana
1996-Present Phi Delta Kappa, San Francisco Chapter
Contributions to Increased Social Welfare
2005 Guatemala Experience: We Are Family 2005. Have invited CCSJ Board members
to sponsor a student for 2006 at $500. Thus far, I have secured two commitments
of $500.
2005
Member of the CCSJ Book Club
2004 Initiated, designed (with others) and implemented a year-long program entitled:
Simple Maxims from Women of Wisdom, PHJC Community
2003 Guatemala Experience: We Are Family inaugural group. Assisted with pictures
and presentations about experience.
2000 Habitat for Humanity: Worked on the building of houses
APPENDIX 3
John M. Shields Ph.D.
12 Bertoldo Road
Park Forest, IL 60466
(708) 747-1384
WORK HISTORY
ASSISTANT PROFESSOR OF EDUCATION
Presently
Assistant Professor of Education at Calumet College of St.
Joseph in Whiting, Indiana while also continuing to serve
as Adjunct Professor of Theology at Loyola University of
Chicago. Graduate Program Director of the M.S. in
Education Program, Leadership in Teaching, at Calumet
College of St. Joseph.
UNIVERSITY FELLOW AND GRADUATE
ASSISTANT
1999 to 2002.
Attended Loyola University of Chicago as a full time
University Fellow and Graduate Assistant in the
Department of Theology. I also served as an Adjunct
Professor of Theology at Loyola University of Chicago and
at Calumet College of St. Joseph in Whiting, Indiana.
SUPERINTENDENT OF SCHOOLS FOR THE
DIOCESE OF GARY, IN
1992 to 1999.
In this position I have been responsible for collaborating
with the central administration of the Diocese and with
local Catholic school leadership in carrying out the mission
of Catholic education of the Diocese of Gary. The Catholic
school system of the Diocese comprises thirty-four
elementary and secondary schools with a student
population of 10,000 children and with a professional staff
of more than five hundred teachers.
PRINCIPAL OF BISHOP NOLL INSTITUTE,
HAMMOND, IN
1987 to 1992.
In this position I guided this co-educational Catholic
secondary school community towards fulfilling its mission
while striving to greatly improve staff morale and to
achieve the financial stability of the school.
VICE PRINCIPAL OF MENDEL CATHOLIC HIGH
SCHOOL, CHICAGO, IL
1974-1987.
In this position I worked collaboratively with the
administrative staff to develop and implement a strong
college prep curriculum.
SECONDARY SCHOOL TEACHER, ST. RITA HIGH
SCHOOL, CHICAGO, IL
1972-1973.
I served the St. Rita High School community as a social
studies instructor.
EDUCATION
Ph.D. in Constructive Theology
Loyola University of Chicago. Degree granted in December
of 2004. Dissertation topic: An Eschatological Imagination:
A Revisionist Christian Eschatology in the Light of David
Tracy’s Theological Project.
M.A. in Theology
University of Notre Dame, Notre Dame IN. Degree granted
in August of 1999.
Ph.D. in Educational Administration and Supervision
Loyola University of Chicago. Degree granted in May of
1987. Dissertation topic: Leadership Skills of Catholic
Secondary School Principals in the Archdiocese of
Chicago.
M.Ed. in Educational Administration and Supervision
Loyola University of Chicago. Degree granted in February
of 1976.
B.A. in Philosophy
Tolentine College, Olympia Fields, IL. Degree granted in
June of 1968.
COMMUNITY SERVICE/MEMBERSHIPS
I have served as an active and committed member of the
following boards/commissions: Diocese of Gary Education
Commission, Diocese of Gary Ministry Formation Board,
Indiana Non-Public Education Association Board, Indiana
Catholic Principals' Institute, Board of Trustees of LeMans
Academy. Presently, I am also a member of the Indiana
Association of Colleges of Teacher Education and of the
Association for Supervision and Curriculum Development
as well as the American Academy of Religion and the
Catholic Theological Society of America.
APPENDIX 4
Jeanette C. Shutay
13804 Rockbluff Way
Homer Glen, IL 60491
(773) 791-0776
EMPLOYMENT:
August 2006
Present
Position
Calumet College of St. Joseph
2400 New York Avenue
Whiting, IN 46394
Assistant Professor, Tenure Track
Responsibilities
Teaching Research Methods and Issues in Psychology courses
for the Leadership in Teaching Masters Program. Teaching
Statistics related courses in the Quality Assurance Master
Program. Teaching Research Methods and Statistics courses in
the Public Safety and Administration Departments. Conducting
research (see current research initiatives), advising students and
serving on the Faculty Senate Committee and the Education
Committee.
________________________________________________________________________
_________________
October 2001
Havi Global Solutions (HGS), ISIS Demand Planning
(previously named Perseco)
June 2007
3075 Highland Parkway, Suite 200
Downers Grove, IL 60515
Position
Responsibilities
Demand Planner (September 2006 – June 2007) –part-time basis.
Forecasting Manager (May 2005 – August 2006)
Forecasting Analyst (October 2001 – April 2005)
Providing leadership regarding adult food continuous item
replenishment for McDonalds Canada and Japan including data
validation, assessing consumer behavior trends and providing
restaurant level forecasts. Spearheading the development of a
country “readiness” assessment to determine a country’s
potential for restaurant order proposal services to be supplied by
ISIS Demand Planning. Conducting forecasts and volume plan
quantities at the restaurant and national level.
________________________________________________________________________
_________________
September 2002
National-Louis University
June 2005
1000 Capital Drive
Wheeling, IL 60090
Position
Assistant Professor, Tenure Track
Responsibilities
Teaching master and doctoral level research courses (quantitative
and qualitative), serving on graduate committees and councils
(Assessment Council and Graduate Admissions & Retention
Council), pursuing own personal research endeavors, analyzing
college and program level data, participating in program
evaluation and student assessment, revising and developing
graduate level courses, etc.
________________________________________________________________________
____________________
August 2000
Sears Roebuck & Company
October 2001
3333 E. Beverly Road
Hoffman Estates, IL 60179
Position
Research Statistician
Responsibilities
Data mining, model building, customer profiling, customer
relationship management, and providing analytical support in
general.
ASSESSMENT RELATED CONSULTANTSHIPS:
July 2006
Present
Chicago Public Schools (CPS)
125 South Clark Street
Chicago, IL 60603
Position
Independent Consultant - Psychometrics
Assignments
Providing psychometric expertise to CPS. Reviewing, critiquing
and explaining the work done by Harcourt regarding the new
Standardized Reading Assessment and the work done by
Education Testing Systems (ETS) with regard to a new Math
Assessment for grades three through eight. Analyzing student
performance data and identifying weaknesses of the assessments.
________________________________________________________________________
____________________
July 2005
University of South Florida, College of Public Health
September 2005
13201 Bruce B. Downs Blvd. – MDC 56
Tampa, FL 33612-3805
Position
Independent Consultant – Program Evaluation and
Psychometrics
Assignments
Conducting seven program evaluations using course evaluation
qualitative and quantitative data and participant pretest/post-test
performance data. Providing recommendations for program
delivery improvements and modifications to the course
evaluations and assessment instruments.
________________________________________________________________________
____________________
November 2004
Glenbard School District 87
As needed basis
560 Crescent Blvd.
Glen Ellyn, IL 60137
Position
Independent Consultant – Assessment Issues
Assignments
Assisting English teachers with their assessment process and the
analysis of their student performance data.
ADDITIONAL INFORMATION
I provide consultation services for master and doctoral level graduate students. I work
with dozens of students every year from various disciplines (i.e. finance, medicine,
education, psychology, business). However, the bulk of my clients are from the field of
Education. I started Jshutay Consulting, Inc. in September 2001 and have been
consistently providing services over the past five years.
CURRENT RESEARCH INITIATIVES
I am currently working in collaboration with Two by Two Animal Campus regarding
their Humane Education Program which is designed for second grade students and
aligned with the NCE learning standards. I am evaluating their current assessment tool
and providing specific recommendations for modifications to the assessment tool based
in test theory and quantitative data analysis.
I am working as the Primary Investigator for a research project which is intended to
evaluate an alternative sentencing program (i.e. family counseling) for young adult
alcohol and drug offenders. My role is to structure the research design including the
research methods, instrumentation and data analysis strategies, oversee the study, analyze
the data and report on the data analysis findings. We are working in cooperation with
Judge Harkin in Hammond, IN. and therefore our participants will be people who have
committed their alcohol or drug offense in the city of Hammond, IN.
EDUCATION:
-Ph.D. in Research Methodology (applied statistics minor) 1/01 from Loyola University,
Chicago
-M.A. in Developmental Psychology 5/99 from Loyola University, Chicago.
-B.A. in Psychology 6/94 from DePaul University.
UNPUBLISHED MANUSCRIPTS
Master Thesis: Differences in Ratings of Perceived Infant Temperament as a Function of
Infant Attractiveness, Infant Gender, Infant Behavior and Gender of the Rater.
Doctoral Dissertation: Developing a Profile for Adolescent Male and Female Parents as a
Function of Demographic and Individual Characteristics: A Comparison of Mothers and
Fathers.
UNPUBLISHED ASSESSMENTS
Dispositions Assessment Survey – This survey is intended to measure the dispositions of
student teachers and focuses on the areas of professionalism, ethics, self management
style and student management style. This survey has not yet been piloted.
Questionnaire of Classroom Discussions as an Instructional Method – This questionnaire
has been piloted on 300 students at a predominately African American University. The
purpose of the questionnaire is to determine the current practices of instructors with
regard to their use of classroom discussions as an instructional method (frequency and
classroom dynamics surrounding the classroom discussions) and to determine the
perceived effects that the classroom discussions have on student learning outcomes
controlling for student behavior (coming to class regularly, participating in the
discussions, etc.).
PROFESSIONAL AFFILIATIONS:
-American Statistical Association (ASA)
-American Society of Quality (ASQ)
-American Educational Research Association (AERA)
-Association for Supervision and Curriculum Development (ASCD)
APPENDIX 5
Curriculum Vitae
Garrard McClendon
PERSONAL INFORMATION
Home Address:
2301 West 63rd Avenue
Merrillville, IN 46320
(219) 887-6653
FORMAL EDUCATION
Ph.D.
In Progress
Loyola University Chicago
Educational Leadership Policy Studies
ABD in Fall of 2007
M.A.
Valparaiso University (Valparaiso, Indiana)
Education and English
Degree Conferred 1995
B.A.
Wabash College (Crawfordsville, Indiana)
Major: English
Minor: History
Degree Conferred 1990
Diploma
Hammond High School (Hammond, Indiana)
PUBLISHED MATERIALS
McClendon, Garrard. Ax or Ask? The African American Guide to Better English.
Positive People Publishing, Inc. 2004.
TEACHING and PROFESSIONAL SNAPSHOT



Ten years of teaching and seminar training experience
Publisher of educational texts
Courses taught: English, Education, and Multicultural Diversity
SUMMARY OF PROFESSIONAL POSITIONS HELD
2004-Present
Educational Consultant, McClendon Report, LLC
Facilitating Teaching Methods and Strategies for Educators
Diversity Consulting
2004
Professor, Department of Education
Calumet College of St. Joseph
Whiting, Indiana
1999 – 2002
Assistant Professor, Department of English
Purdue University North Central and Purdue University Calumet
Westville, Indiana and Hammond, Indiana
1998-2001
Program Manager, Indiana Department of Commerce
Hammond Urban Enterprise Association
Hammond, Indiana
1997-1998
Teacher, Department of English
Bishop Noll Institute
Hammond, Indiana
1996-1997
Interim Computer Trainer, Inland Steel/Microsoft Corporation
Inland Steel
East Chicago, Indiana
1995-1996
Adjunct Professor
Davenport University
Merrillville, Indiana
1990-1996
Teacher and Curriculum Developer, Department of English
Culver Military Academy and Culver Girls’ Academy
Culver, Indiana
1989-1990
Teacher, English and Communications Department
Bishop Chatard High School
CONFERENCE PAPERS AND PRESENTATIONS
McClendon, G. Are Unmarried Black Women Single by Choice or Circumstance. Gary
Historical Society Presentation, Gary, Indiana, October 31, 2004.
McClendon, G. Educational Motivation. Speech presented to Hammond High School Seniors,
Hammond, Indiana, April 9, 1997.
McClendon, G. The State of Emergency in African American English Skills. Presentation to
Students at Delta College and Saginaw Public Schools, Saginaw, Michigan, February 20, 1997.
McClendon, G. Knowing the Language of Power and Finance. Presentation to Junior
Achievement and Urban League, New Orleans, April 29, 1996.
McClendon, G. English Language Symposium. Presentation to students, University of
Delaware, Wilmington, Delaware, October 3, 1995.
McClendon, G. Better English Skills for All Children. Presentation to Cleveland HeightsUniversity Heights City Schools, Cleveland Heights, Ohio, November 1, 1994.
McClendon, G. Celebration of Reading. Presentation to Hammond Public Library, Hammond,
Indiana, September 9, 1994.
McClendon, G. Language and Culture. Presentation to students, Virginia Western Community
College, Roanoke, Virginia, March 2, 1994.
McClendon, G. Dialects and Demographics. Paper presentation to Valparaiso University
Faculty, Students, and Staff, Valparaiso, Indiana, January 20, 1994.
MEMBERSHIPS
Northern Indiana Arts Association (Member Since 2001)
Indiana Advocacy for the Arts Council (Member Since 2003)
Association for Supervision, Curriculum, and Development (Member Since 2003)
V.A.L.U.E.S. and World of Opportunities, Inc. (Contributor Since 1998)
Lakeshore Chamber of Commerce (Member Since 2002)
Gary Chamber of Commerce (Member Since 2002)
Merrillville Chamber of Commerce (Member Since 2002)
APPENDIX 6
Calumet College of St. Joseph
Education Program
2007 – 2008 Education Committee
Representing the Education Department
John Shields
Joi Patterson
Bruce Wisowaty
Garrard McClendon
Angela Ramsey
Lynn Duimich
Nicole Blackwell
Michele Dvorak
Representing Calumet College of St. Joseph Faculty and Staff
Barbara Goodman
Antonia Koslow
Jeanette Shutay
Virginia Rhodes
Walter Skiba
Representing Local School Districts
Maria Dalhoumi
Alicia Madeka
Joan Kras
Dariel McGraff
Representing Local Community
(TBA)
Representing Teacher Candidates
Ryan Keelan
Jennifer Pollitt
Carla McCall
Representing Alumni Teachers
Voronda Tillman
Maleesa Losnedahl