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Eval12 Session 748: Examining School Leader Professional Development:What Makes for Change?

Presenter(s): Cynthia Tananis, University of Pittsburgh, tananis@pitt.edu Ellen Botkin, University of Pittsburgh, ceac@pitt.edu Abstract: Lenses on Learning (LOL) and Eyes on Science (EOS) are professional development opportunities for administrators to increase awareness and understanding of inquiry-based math/science pedagogy, introduce a process of teacher observation and teach the assessment of student learning through questioning/conversation. Lenses on Learning (LOL) is a research-based strategy funded by the National Science Foundation and developed by the Educational Development Center. After successful completion of the LOL series, administrators can further their development by participating in Eyes on Science (EOS). EOS, developed by the Math and Science Partnership of Southwest Pennsylvania (MSP), leads participants through the essential features of instruction in an inquiry-based science classroom. Its pedagogical foundations are rooted in the five essential areas of scientific inquiry as defined by the National Science Education Standards

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Focus Search - After  successful  completion  of  the  LOL  series,  administrators  can  further  their  development  by   participating  in  Eyes  on  Science  (EOS).  


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Eval11 Session 138: Planning and Conducting an Evaluation of an Inquiry-based Science Kit Intervention in Four Public School Districts

This paper presents the challenges and lessons learned from an external evaluation of a regional program designed to improve science and literacy achievement for high-needs students in grades K–6. The program's goals were to strengthen teacher understanding of science and quality of instruction in 4 districts, through professional development and coaching that supports inquiry-based science kit instruction. Lessons learned for evaluators include the importance of communication with project researchers to understand the day-to-day implementation issues that could potentially bias analytic findings, the challenges around access to student-level data to create propensity-score matched samples when random assignment is not possible, the use of descriptive data and graphical representations to improve clarity of the findings to local stakeholders, and documenting implementation issues throughout the study to guide researchers in improving implementation in future years

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Focus Search - Theory of Change * Teacher Professional Development and Coaching Increased teacher content and pedagogical knowledge and skills in science Inquiry-based Science Kits Effective delivery of classroom instruction Improved student achieve-ment © 2011 Edvance Research, Inc



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Meaningful Evaluation in the Context of Schools

Three presentations as they were presented at AEA 2015 for the session, "Meaningful Evaluation in the Context of Schools" on Fri, Nov 13, 2015 (03:30 PM - 04:15 PM). 1. Holistically Evaluating Teacher Professional Development 2

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Focus Search - Autonomy and Accountability: Data-Based Decision Making in Schools


Library Entry
The Never Ending Quest for Balance: Graduate Students’ Professional Development Experiences

In an era of rising accountability, retention rates of graduate programs have come under scrutiny and student affairs professionals are being asked to help graduate students at increasing rates. In particular, Graduate Higher Education has done little to assess and understand graduate students' needs and experiences beyond the classroom. We conducted a formative needs assessment using multiple data collection tools and methods to better understand our graduate students, their needs and experiences at a public Carnegie classified Doctoral/Research University in the Rocky Mountain Region and to inform the development of a program we have created called Graduate Student Professional Development. In this study we discuss our program objectives, assessment purpose and process. We discuss how we integrated several data collection methods, describe outcomes, plans for integration across the university system and next steps to support the establishment of a sustainable program grounded in assessment practices and data driven programming decisions

AEAPresentation_Rizzolo&DeForest_FINAL.ppt



Library Entry
Eval12 Poster 185: But Does It Work? A Review of Teacher Professional Development on Formative Assessment

Poster 185 from AEA 2012: a literature review of how the concept of formative assessment has been defined, used, and evaluated through K-12 teacher professional development. A full list of references is included in a separate file

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Focus Search - The characteristics of formative assessment in science education


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Eval11 Session 897: Knowledge, Pedagogy, Practice or Student Achievement: Evaluating a Middle School Math M.Ed. Professional Development Program

The program was initiated through a State-funded grant, in collaboration with a local urban school district and the University. The paper describes how the evaluation team and University’s stakeholders stressed examining the more proximal outcomes, (i.e. knowledge gains, changes in pedagogical perceptions and implementation of new skills in the classroom) by participants, while the State-level stakeholders emphasized (and required) that student achievement measures were most important. In addition, the paper describes the experiences of the evaluation team and the changes made to the evaluation plan as a result of lower than expected program participation: changes in participants’ role in their school, reduced funding, the withdrawal of the school district’s participation in the grant and the change in the program director of the grant

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Focus Search - The granting agency provided two phases of funding, initial funding included monies for the design and development of a professional development program aimed at increasing knowledge and skills of teachers in the areas of math content and math pedagogy


Library Entry
Eval11 Session 739: The Value of Employing Descriptive Performance Levels in the Learning Assessment of Army Commanders

The purpose of the Army School for Command Preparation (SCP) - Tactical Commander Development Program is to instruct new Brigade and Battalion Commanders in leadership and tactical skills prior to taking over a new command. In the past a Pre - Post Course Survey using nominal 1 - 5 item responses demonstrated that significant learning had taken place for each learning objective

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Focus Search - Support the faculty in adjusting the curriculum to match student experience course to course 4