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 - Agency emphasis still student achievement data, Evaluation team emphasized knowledge, pedagogy and practice
This panel looks at how a program-theory model has been developed and used in an evaluation of an initiative designed to transform schools by assisting high schools in the development of 12th-grade capstone courses in math and science. We highlight the program model from which we have designed a...
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Focus Search - Grosshandler, University of Illinois at Chicago American Evaluation Association Annual Conference October 2013 NSF DUE #0928669 Slide 2 Briefly present a fully articulated program model and show how it was used to help: • Develop a Curriculum Rubric for use in the program (in support of 12th grade math/science course development/modification) • Create a Theory of Change (underscore the role of teacher/leader teams) Slide 3 The Chicago Transformation Teacher Institutes (CTTI) is a program designed to increase the content, pedagogical and leadership skills of high-‐school science and mathematics teachers through a teacher leader-‐team approach directed toward leadership and content training. Slide 4 An NSF Math and Science Partnership with the Chicago Public Schools University of Illinois at Chicago DePaul University Illinois Institutes of Technology Loyola University Chicago Northwestern University Slide 5 School groups and teacher cohorts • Four cohorts, from 2010-‐2013 •Math thematic track annually • Alternating physical science and life and environmental science track Our cumulative fiscal year 2009 – 2013 totals are (1) 225 Teacher Leader/Master Teacher Participants, with a total of 68 new participants coming from the past year (Oct 1, 2012 -‐ Sept 30, 2013), and (2) 117 Teacher Leader/Master Teacher Participants Receiving Certification/Graduate Credit, with a total of 23 of these coming from the past year
This file provides the PowerPoint slides used in our presentation at AEA 2012 in Minneapolis. We describe the combined use of monthly surveys (or teacher logs) and classroom observations to describe the frequency and the quality of teachers' implementation of Project GLAD instructional...
2012 AEA Measuring Implementation in an RCT final.pptx
The SERVE Center entered into an agreement with the University of North Carolina at Greensboro (UNCG) School of Education, to serve as the external evaluator for the Teacher Quality Partnership (TQP) ENRICH Project, a multi-year, multifaceted project. This proposal provides an overview of the...
ENRICH Revisioning Poster Handouts.pdf
Long-term impact is an assumed goal of most educational programs. But, most evaluation designs do not include data collection beyond short-term outcomes. This paper focuses on the value of collecting data regarding the long-term outcomes and impact of a teacher induction program on beginning...
AEA2011PPT.ppwnotestx.pptx
The Project ENRICH (Educational Network for Renewal, Innovation, Collaboration and Help) is a partnership between UNCG and Winston Salem/Forsyth County Schools for the 'purpose of simultaneous improvement of teacher education and PK-12 education.' The Teacher Residency Program is a key...
ENRICH Residency Program Poster Handouts.pdf