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Evaluating a Dosage Model of Professional Development: Professional Development in Context
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| Presenter(s):
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| Allison Meisch, Westat, allisonmeisch@westat.com
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| Jennifer Hamilton, Westat, jenniferhamilton@westat.com
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| Matthew Carr, Westat, matthewcarr@westat.com
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| Cathy Lease, Westat, cathylease@westat.com
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| Nancy Thornton, Westat, nancythornton@westat.com
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| Abstract:
Professional development (PD) is widely used for providing continuing training to teachers. However, when evaluating the effectiveness of PD in changing behaviors, dosage must be considered within the context of individual participants. This study examines a contextual dosage model of PD. Data from Striving Readers, a project designed to improve literacy outcomes for middle school students in Newark, New Jersey, will be used. Striving Readers teachers were offered PD aimed at improving the quality of literacy instruction and also completed surveys. The amount of training will be examined to describe any dosage effects while considering individual teacher characteristics that may also contribute to changes in behavior. Understanding the relationship between amount of PD and individual characteristics has broad implications for future evaluations of other PD training programs.
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Evaluating the Preparation of a New Breed of Principals in Tennessee: Making the Best of Drawing Premature Conclusions
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| Presenter(s):
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| Jonathan Schmidt-Davis, Southern Regional Education Board, jon.schmidt-davis@sreb.org
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| Abstract:
Strong instructional leadership is increasingly recognized as key to raising student achievement. In spite of the need for high-quality school leadership preparation, many traditional programs lack selectivity, rigor and authenticity.
This paper reports on the methods and findings of a comprehensive qualitative evaluation of a leadership redesign effort in Tennessee intended to prepare instructional leaders capable of improving school performance. From 2006-2008, the Southern Regional Education Board supported the research-based redesign of instructional leadership preparation at two universities producing 24 graduates in 2008. Simultaneously Tennessee adopted a series of policy changes consistent with the redesign effort.
The timeline in which program officers and policy-makers needed an evaluation of the program precluded a goals-focused evaluation in favor of an implementation-focused evaluation. Surveys, interviews and site-visits were utilized to determine faithful implementation of the program's theory of change and offer an assessment that ultimate intended outcomes are likely to be achieved.
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The Role of Evaluation in Program Sustainability
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| Presenter(s):
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| Claire Morgan, WestEd, cmorgan@wested.org
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| Abstract:
Promising evaluation findings can be key to obtaining ongoing funding and support for education programs. But too often, sustainability efforts are not seriously undertaken until it may be too late to ensure program continuity. This paper session considers the important potential of evaluation for a more explicit and active role in program sustainability, both through supporting stakeholders in sustainability strategy development from the outset, and by treating the various components of sustainability as evaluation outcomes to be measured over time and reported on regularly. This paper session draws upon work of the Harvard Family Research Project and the experience of the presenter in evaluating alternative teacher licensure programs, and provides examples for evaluators of the kinds of questions that may be raised with program stakeholders and the kinds of data to be collected, as well as a description of the risks associated with undertaking this more involved and collaborative evaluation approach.
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