Culture and values permeate all aspects of evaluations, so culturally competent evaluation requires delicate attention to the complexities of social, political, and cultural relations between evaluators and stakeholders and among stakeholders themselves. The development context, where stakeholders have diverse value systems with different power statuses, presents extra challenges
AEA Presentation- 2011-PDF.pdf
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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See matching library entry files - A Review of Teacher Professional Develop...
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...
See matching library entry files - The granting agency provided two phases of fundi...
Powerpoint of presentation #2009Conference #teacher #ESL #Evaluation2009 #Professional #AssessmentinHigherEducation #Development #education
Understanding_the_Context_of_Teaching_English_Learners.pdf
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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See matching library entry files - Leadership and Teaming in CTTI Megan Deiger Jony...
Holistically Evaluating Teacher Professional Development 2. Rapid Cycles of Evaluation for School Improvement 3
See matching library entry files - Holistically Evaluating Teacher Professional ...
Two studies were conducted to explore long-term outcomes and impact for both beginning teachers and the mentors who received ongoing professional development. Ways in which attention to long-term impact has many useful purposes in addition to providing evidence of positive impact beyond the life of the program will be discussed
AEA2011PPT.ppwnotestx.pptx
Evaluation of peer-teacher instructional coaching in K-6 rural schools is conducted by focusing on the effect of coaching on teacher coaches, coached teachers, and school culture. Following a multilevel evaluation design, findings are obtained from applying qualitative methods such as: teacher...
AEA presentation V2.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
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