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Eval11 Sesion 431: Considering Complexities of Culturally Competent Evaluation in the Development Context: Afghanistan Teachers Professional Development Program

The development context, where stakeholders have diverse value systems with different power statuses, presents extra challenges

AEA Presentation- 2011-PDF.pdf

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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

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Focus Search - A Review of Teacher Professional Development on Formative Assessment Poster 185: Leigh M

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

This paper discusses the outcomes evaluation of a University’s Middle School Math M.Ed. degree 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...

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Focus Search - Professional Development Program

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Understanding the Context of Teaching English Learners: Evaluating a National Professional Development Project in a Teacher Education Program

Powerpoint of presentation #2009Conference #teacher #ESL #Evaluation2009 #Professional #AssessmentinHigherEducation #Development #education

Understanding_the_Context_of_Teaching_English_Learners.pdf

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Meaningful Evaluation in the Context of Schools

Holistically Evaluating Teacher Professional Development 2

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Focus Search - Holistically Evaluating Teacher Professional Development

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Eval11 Session 294: Beyond Induction: Articulating the Long-Term Impact of an Induction Program on Beginning Teachers and Mentor Teachers

Two studies were conducted to explore long-term outcomes and impact for both beginning teachers and the mentors who received ongoing professional development

AEA2011PPT.ppwnotestx.pptx

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Eval13: Panel Session 89 - Using a Program-Theory Model to Create a Curriculum Rubric, Assess Leadership and Inform a Theory of Change

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 rubric used to guide thinking on curriculum development and in which we have included in our classroom observation protocol

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Focus Search - Emerging—already considered themselves leaders or enacted leadership in school; CTTI is a springboard for further development 1c

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Peer-teacher science instructional coaching in K-6 rural schools

In turn, coach-coached dynamics are analyzed in the framework of professional learning communities in order to elicit their impact on school culture

AEA presentation V2.pptx

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Eval11 Poster 52: Evaluating the Re-visioning of the University of North Carolina at Greensboro (UNCG) Teacher Education Undergraduate Programs through a Teacher Quality Partnership Grant (TQP)

Incorporating the standards for administrators and teachers developed in alignment with this mission statement, including the NC Professional Teaching Standards (NCPTS)

ENRICH Revisioning Poster Handouts.pdf

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Eval11 Poster 5: The Winston Salem-Forsyth County (NC) Schools/University of North Carolina at Greensboro (UNCG) Teacher Residency Program Evaluation

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