Anti Bullying Prevention Program

Stakeholders are defined as “those people, who are personally involved with the program, derive some of their income from it, sponsor it, or are clients or potential recipients of the program’s services” (Posavac & Carey, 2007, p. 30). Stakeholders such as teachers, administrators, school board members, parents, students, and intervention providers will play a vital role in the process. However, each stakeholder will have a slightly different role. This role will be dependent on the stakeholder. For example, a student’s role would be to provide feedback and complete assignments to the best of student ability. In contrast, a teacher would be able to provide insightful information about the program, how well it seems to be working, and identify areas of concern. Thus once stakeholders are identify, they are include throughout the evaluation process. Stakeholders include program personnel, sponsors, clients, program directors, individuals who deliver the program’s services, teachers, students, parents, board members, administrators, among others. Thus the evaluation takes into consideration the views, concerns, and needs of the stakeholders (Posavac & Carey, 2007). We begin the program evaluation plan 11, let us explore the importance of, stakeholders, standards, and accreditation. The role of standards is to stimulate the goal of excellence in program evaluation and accountability (Yarbrough, Shulha, Hopson, & Caruthers, 2011). The standards for anti bullying program recommend a comprehensive, multi-faceted effort that aims to prevent not only behavior that meets the state of Florida definition of bullying but also behavior representing the full spectrum of inter-student cruelty, ranging from minor teasing to criminal behavior (e.g., hate crimes), and including verbal, social/emotional and physical aggression. Prior to implementation, quality standards and recommended practices/tools should be evaluated in terms of their cultural and developmental fit with your students and school. In addition, consideration of the program’s mission, goals, and expected outcomes is to importance to the accrediting agency in determining the quality of the program and the educational preparation of members of the profession or occupation. Stakeholders learn about specifying evaluation goals, developing, and refining questions, identifying information sources, debating and selecting methods, managing information and knowledge (informatics), formulating meanings and judgments, and communicating in ways that promote understanding and decisions that are most appropriate given the contexts (Yarbrough et, al 2011).