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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 - Working within the zone of proximal development: Formative assessment as professional development

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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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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 - Leadership and Teaming in CTTI Megan Deiger Jonya Leverett MaryBeth Talbot Stacy Wenzel Loyola University Chicago Center for Science and Math Education Internal Evaluation of Leadership and Teaming within CTTI  Program implementation  Examination of prioritized outcomes  Emergent themes  Major methodology  Observations of leadership development programming  Surveys of participants in leadership programming  In-depth interviews and observations with 10 case study teachers over 1, 2, or 3 years Leadership Development and Teaming Implementation and Outcomes  Implementation  Leadership development workshops implemented as planned in most cases  Some issues with scheduling and teacher attendance  Various active teams in schools  Outcomes  Compared findings to outcomes prioritized by CTTI Steering Committee Prioritized Leadership and Teaming Outcomes Leadership • Develop key leadership skills in order to engage in curriculum changes • Develop skills in collaborating with adults within a teaching and learning environment • Act as change agents within their individual schools • Able to tap talents of CTTI and non-CTTI teachers in development and design of new curricula • Administration on board with changes proposed by CTTI teachers Collaboration and Teaming • Integrate big ideas in math and science and can support discussions of bridging ideas in math and science throughout the high school curriculum • Engaged in 12th grade AND 9-11th grade curricula (identification, adaptation, and implementation) through active teacher-leader teams • Use leadership skills when engaged in curriculum changes and able to lead school-based changes in curricula • Use current content knowledge and contemporary research in curriculum modifications and development • Take the lessons learned from CTTI and transmit these to other teachers in terms of content and pedagogy Leadership & Teaming Outcomes: Findings  Highly evident  Leadership skill development  Collaboration between CTTI participants and non-participants  Application of CTTI content and leadership learning on teams  Thinking and working on implementing innovations  Moderately evident  Actual implementation of changes to curricula  Also a function of timeline: more changes to come  Challenge areas  Direct principal/administrative support in implementing new curricular changes  Often a result of school structures than of true lack of support  Major school-level changes  Most often school/district politics Emergent Themes: Leadership 1

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

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

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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

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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)

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