PME802 Module 2 Stephen DeBoer

Emmanuel Christian High School Bible Program

Logic Model:
Program General Program Short-term Outcomes & Indicators Longer-term Outcomes & Indicators
Goals Inputs & Outputs –
Resources Activities
Primary
Grade 9 course A – Students attend Bible courses for a semester, Graduates of ECHS demonstrate a greater knowledge of
Assist parents of Isaiah & Inter- completing courses with increased knowledge of and the Bible, and how to apply its themes and interpretations
local Christian testamentary Period ability to apply lessons learned from: to their daily lives
community to Grade 9 course B –
instruct their • 9A: Biblical prophecy pointing to Christ’s work
Smaller Pauline Possible Indicators:
children in Epistles • 9B: Paul’s letters to early Christian church - General membership questionnaire following a
knowledge and Grade 10 course A – • 10A: Wisdom literature presentation (from the principal) at a membership
application of the Wisdom Literature • 11A: I Corinthians meeting re: Bible program
themes and • 8 faculty Grade 11 course A – • 11B: Revelation & Hermeutics - Input from small focus group sessions with sampling
(teachers) Paul’s Letter to the Possible Indicators:
exegesis of Bible of various stakeholders (teachers, parents, students,
and Confessions • Administration Corinthians - Parent & Student exit survey at the end of each general members of church community)
Grade 11 course B –
(principal, Revelation/Hermeneutics course (Qualitative)
board of - Analysis of Student course grades (Quantitative)
directors,
Secondary education Grade 12 course A – Students attend Church History survey course in Graduates of ECHS demonstrate a greater appreciation for
Assist parents of committee) Church History Grade 12, graduating with an understanding the history of the church and particularly the value of the
local Christian • Time (30 appreciation of how God has worked defending & Reformation and God’s work in defending and preserving
community to minutes each preserving His church since the Great Reformation to His church
instruct their morning before today
children in regular classes Possible Indicators:
understanding and begin) Possible Indicators: - General membership questionnaire following a
appreciation of - Parent & Student exit survey at the end of course presentation (from the principal) at a membership
• Classroom
Church History (Qualitative) meeting re: Bible program
space and
curriculum - Analysis of Student course grades (Quantitative) - Input from small focus group sessions with sampling
materials of various stakeholders (teachers, parents, alumni,
general members of church community)
• Funding for
Secondary
teacher pay, Grade 10 course B – Students attend Cults & World Religions worldview Graduates of ECHS live as active members of the church,
Assist parents of Study of Cults &
materials, etc. course and Applied Apologetics course, completing demonstrating qualities of Christian leadership,
local Christian World Religions
(from tuition & courses with a better understanding of how to apply evangelism, & defense of Christianity in their daily lives;
community to donations) (worldviews) their knowledge to fulfilling their cultural tasks in Church community benefits from more active membership
enable and
Grade 12 course B – this world from a Christian worldview
encourage their Possible indicators:
Applied Apologetics
children to fulfill (defense of Possible indicators: - General membership questionnaire following a
their cultural tasks Christianity) - Parent & Student exit survey at the end of course presentation (from the principal) at a membership
in this world in (Qualitative) meeting re: Bible program
view of a Christ- - Analysis of Student course grades (Quantitative) - Input from small focus group sessions with sampling
centred of various stakeholders (teachers, parents, alumni,
worldview general members of church community)
 PME802 Module 2
Theory of Action and Change:
Parents send children to high
school with basic knowledge
of Bible narrative and themes
Essential Problem:
Many parents aren't equipped
minutes per day over 4 years
with the resoures to provide
thorough religious instruction
for their children
Students instructed (using
appropriate pedagogical
Students attend eight non-
teaching methods) in Biblical
credited "Bible courses",
theme interpretation, exegesis
taught by teachers, for 30
of texts, application,
apologetics, knowledge of
of high school
other religions, study of
church history
Stephen DeBoer
Students graduate with
Teachers assess students'
mature appreciation for God's
knowledge and participation
work of salvation, the ability to
throughout the program,
apply faith to life, defend one's
"passing" them - at the end of
faith, empathize with others'
four years students earn
beliefs, and demonstrate
"ECHS diploma"
Christian leadership

Assumptions:
- Students are entering with a thorough knowledge of the narrative of the Bible attained from a Christian elementary school
- Instruction given by teachers is high quality, and therefore it is reasonable to assume most students will learn and perform well
- Despite not receiving credits, students (and parents) are invested and see the value of this program and put forth their best effort
- The workload is not too much for staff and students and does not result in students become jaded or overwhelmed
- Course content is not too intellectual and is accessible for all student academic abilities and maturity levels
Associate Organizations &
Community Partners: Intervention & Service Delivery
- Church communities of the schools' Protocols:
students Ongoing development of eight non-
Implementing Organization: - League of Canadian Reformed School credited "Bible courses", including
Societies (curriculum coordination) content/curriculum, pedagogy, and
Emmanuel Christian High School assessment strategies
- Consultation with other area Christian
High Schools

Ecological Context:
Communicating with parents (primary
stakeholders) and obtaining their Target Population:
Implementers: support Emmanuel Christian High School
students are required to participate in
School administration & faculty
this program to graduate with an ECHS
(problem teachers)
diploma, in addition to the regular
OSSD