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School Culture Effects on Evaluation Capacity Building in the Context of a Mathematics Intervention
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| Presenter(s):
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| Anica Bowe, University of Minnesota, bowe0152@umn.edu
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| Stacy Karl, University of Minnesota, karlx028@umn.edu
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| Lesa Covington-Clarkson, University of Minnesota, lesa.covingtonclarkson@spps.org
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| Frances Lawrenz, University of Minnesota, lawrenz@umn.edu
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| Abstract:
Our research centered on how school culture affected the process of evaluation capacity building in the context of implementing an intervention. The evaluation capacity building context was the Collaborative Evaluation Community (CEC) project; a partnership formed between elementary school teachers, graduate students, and faculty from the University of Minnesota. The intervention around which the capacity building was conducted was designed to improve mathematics problem solving. Two culturally different urban elementary schools were involved in the CEC project and the mathematics intervention. There was variation in the cultural context at both schools in terms of curriculum, instructional practices, teacher engagement, teacher buy-in, administrative support, emphasis on PDPs, and school AYP status. These cultural differences affected the opportunities for evaluation capacity building through the evaluation design, commitment of the teachers, and the use of the evaluation data. Relationships between school culture, evaluation capacity building and the effectiveness of interventions will be discussed.
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A Participatory Approach to Defining and Measuring School-Based Case Management for Pregnant and Parenting Girls
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| Presenter(s):
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| Nancy Leland, University of Minnesota, nancylee@umn.edu
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| Barb McMorris, University of Minnesota, mcmo0023@umn.edu
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| Rebecca Koltes, Broadway High School, becky.koltes@mpls.k12.mn.us
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| Barbara Kyle, Minneapolis Public Schools, barbara.kyle@mpls.k12.mn.us
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| Mary Pat Sigurdson, Broadway High School, msigurds@mpls.k12.mn.us
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| Heather Palenschat, University of Minnesota, pale0019@umn.edu
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| Abstract:
Devoted exclusively to young mothers and their children, Broadway High School in Minneapolis, Minnesota, uses an intensive, one-on-one case management (CM) model to provide services to every enrolled student. In 2007, a 5-year grant was awarded by the Office of Adolescent Pregnancy Programs, as part of their nationwide CARE program, to implement and evaluate the Broadway model. Due to a lack of published literature on school-based CM and Broadway case managers' desire to be more focused and efficient, the CM team and evaluator commenced a year long dialogue to define CM services at Broadway. This extended dialogue produced a number of exciting changes to Broadway's model, including: 1) a clear, shared definition of case management; 2) revisions of tools to capture CM services provided; 3) a more cohesive CM team; 4) professional development training requested by CMs; and 5) improved methods for measuring the impact of CM services.
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Marketing of Science Teachers and Induction (MOSTI): An Eclectic Evaluation Approach to the Improvement of Science Teacher Recruitment, Education and Retention in the Middle School Grades
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| Presenter(s):
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| Bryce Pride, University of South Florida, pride@coedu.usf.edu
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| Melinda Hess, University of South Florida, mhess@tempest.coedu.usf.edu
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| Robert Potter, University of South Florida, potter@cas.usf.edu
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| Abstract:
This paper will focus on lessons learned from two cohorts of teachers' recruited for a program to supplement training of second career middle school science teachers involved in an alternative certification process. Taking an Eclectic approach (Fitzpatrick, Sanders & Worthen, 2004), we evaluated the extent to which this program helped second career teachers prepare to be middle school science teachers and be retained as permanent teachers in the school system. To inform the report, quantitative and qualitative data were collected from surveys, content exams, observations, mentor logs and a focus group. Information and ideas for improvement were provided from the perspective of teachers, mentors and administrators. Multiple perspectives are used to gain an understanding of the effectiveness of program implementation and recommended suggestions for improvement. Findings have assisted MOSTI administrators in decisions with the incorporation of feedback from teachers and mentors about training sessions and needs to improve the program.
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The Collaborative Development, Implementation and Impact of a Peer Quality Review System in Schools
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| Presenter(s):
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| Natalie Lacireno-Paquet, WestEd, npaquet@wested.org
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| Sarah Guckenburg, WestEd, sgucken@wested.org
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| Mary Cazabon, WestEd, mcazabo@wested.org
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| Kristin Mallory, SIATech, kris.mallory@siatech.org
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| Abstract:
This paper describes the collaborative development, implementation and early impact of a peer quality review system for SIATech (School for Integrated Academics and Technology) schools. This work builds on two years of formative evaluation work with SIATech, a network of charter schools for high school dropouts colocated on Job Corps centers in four states. The purpose of this initiative is overall school improvement by:
o Creating an effective Quality Review Process for SIATech Schools
o Building the capacity of central and school staff to implement the Quality Review Process;
o Implementing the Quality Review Process for sites so that the system gains critical information needed for supporting improvement in each of the participating schools and each school engages fully in the process, learning from it, and taking appropriate action to improve;
o Creating a culture where school and central staff work together in a constructive way to make needed improvements.
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| Presenter(s):
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| Rebeca Diaz, WestEd, rdiaz@wested.org
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| Abstract:
This presentation will discuss the role of social justice in the evaluation of school programs. The impetus for this topic stems from partnerships with personnel from school districts nationwide as they attempt to implement reforms in low-performing schools. This presentation will focus on the benefits and challenges of creating an evaluation that is collaborative in nature and which holds all stakeholders responsible for addressing social justice in our decision-making practices. This presentation will explore questions such as: To what extent is social justice a priority in reform initiatives in low-performing schools? What is the responsibility of the evaluator in maintaining a commitment to social justice in school reform programs?
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