Developed by the Center for Rural Education SUNY College at Potsdam
 

"5. The potential of the evaluation plan for assessing the effectiveness of the professional development in making changes in instruction in the classroom.

· Describe how the professional development activities are evaluated...
· Describe surveys or instruments used for teacher feed-back and evaluation...

The table below addresses the above requests.
Objective                Mechanism or Tool                Focus or Questions
 

To train teachers to change classroom practice so that it is aligned with standards based curriculum and the new assessments	1) Workshop, Summer 2000 2) Workshop evaluation 3) In-class observations 4) Teacher survey 5) Student products 6) Internet course records	1) Identification of Internet courses 2) Teacher satisfaction with workshop presentations are collected 3) Determine which of the standards are being addressed, and how assessments are structured. 4) Questions will be designed to identify the standards heing addressed in the classroom. 5) Products will be evaluated for evidence that the student is meeting the standards and multiple forms of assessment are being used 6) Degree to which courses encourage effective strategies; rate of utilization of courses by participants
To train teachers to effectively    integrate technology into     classroom activities, and to  utilize technology for record     keeping, planning, networking    with colleagues, and creating     opportunities for their students  to collaborate and network with  students in other areas.	1) Workshop, Summer 2000 2) Internet course 3) Teacher survey	1) Strategies of utilizing technology in teaching and learning are presented.  2) Degree to which Internet courses are utilized by pilot teachers 3) Compilation of collaborative projects using technology
To engage classroom and special education teachers with   strategies to meet the needs of   all students simultaneously.	1) Workshop, Summer 2000 2) Teacher survey 3) In-class observations	1) Strategies will be modeled for project participants. 2) Frequency of use of specific strategies will be compiled 3) Identify the strategies being utilized
To involve universities in the       planning process to assure that the staff development approaches in this project are research based and data driven.	1) Workshop, Summer 2000 2) Planning sessions throughout the year	1) Notes of planning meetings 2) Notes of planning meetings
To design university/school  partnership activities for widespread replication	1) Participant survey	1) Descriptions of collaborative agreements among participants
To engage teachers with strategies to make students more responsible and accountable for their own learning	1) Workshop, Summer 2000 2) Classroom observation	Identify effective strategies Assessment tool listing effective strategies
To involve parents as equal partners in the education of their children and as valuable resources for the learner centered classroom.	1) Participant survey	1) Designed to collect descriptions of parent involvement in the classrooms
To increase student motivation to engage in learning activities and to increase student achievement.	1) Student project records	1) Designed to collect project descriptions plus student participation and level of commitment records

"...Describe the process and timeline for on-going collection of data.

Summer 2000            Workshop evaluations collected and analyzed

Sept-Oct 2000           Surveys for teacher implementation of standards based strategies and projects and in-class observation checklists are developed.

Nov-Dec 2000           First distribution of surveys and beginning of in-class observations by assessment team. Data analyzed to provide focus for follow-up workshops.

Feb- Mar 2001           Second distribution of surveys and continuing in-class observations.

Apr-Jun 2001             Data analyzed for evidence of change in classroom practice and to provide focus for subsequent years.

"... Describe how ongoing reflection, analysis and modification support changes in the classrooms brought about by these activities."

The data being collected throughout the year is summarized and provided to the project directors for use in creating staff development activities and Internet courses. The process is on-going and iterative, which each analysis leading to new questions to explore. With the purpose of the grant to develop models of professional development, long-term records of public school classroom teacher participation will be a measure of diffusion. Additionally, standard state assessments will be monitored for levels of achievement by those students in the participating classrooms. It is anticipated that such monitoring will occur longitudinally over at least a three-year period.
 

Click on the next page you would like to view: