Modern-day educators often share a sense they lack voice and agency with school administration. A classic example is curriculum development, where third-party designers develop uncontextualized curricula, and teachers then must implement the design even if inefficient and ineffective. What happens if this identical situation occurs at the program level? This question is a critical one for the School of the Arts (SOTA) at Arthur High School, which has been managed by faculty granted full autonomy over their curriculum and agency over their respective arts-based programs. Through incomplete design by original program designers who established SOTA and the governance by an outside principal based on a "school within a school" model, SOTA has yet to develop effective program operations. The purpose of this study, as made apparent when it was discovered that SOTA did not possess a solidified program theory, was to utilize an evaluation committee to design, implement, and evaluate a SOTA logic model to enhance a program's merit. The evaluation committee combined curriculum and program design best practices to inform their process, utilizing Giancola's (2021) conceptualization of program evaluation as a primary methodological guide. The evaluation committee also sought to establish a culture of continuous improvement to more effectively address SOTA's long-term goals. Using primarily qualitative methods, an evaluation was conducted, drawing findings from collaborative discussions and artifacts that were analyzed for themes such as growth and community. Evaluation findings showcase how SOTA's core values informed the design, implementation, and evaluation of its logic model. This dissertation study presents the findings as well as recommendations that inform contextual practices and add to the empirical body of literature. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]