| In a 90 minute Roundtable session, the first
rotation uses the first 45 minutes and the second rotation uses the last 45 minutes.
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| Roundtable Rotation I:
Best Practices in Professional Development: Understanding the Impacts of Teacher Investment and Implementation |
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Roundtable Presentation 646 to be held in Suwannee 20 on Friday, Nov 13, 4:30 PM to 6:00 PM
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Sponsored by the Pre-K - 12 Educational Evaluation TIG
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| Presenter(s):
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| Leigh D'Amico, University of South Carolina, kale_leigh@yahoo.com
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| Grant Morgan, University of South Carolina, praxisgm@aol.com
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| Ching Ching Yap, Savannah College of Art and Design, ccyap@mailbox.sc.edu
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| Abstract:
The concepts of teacher investment (i.e., buy-in) and classroom implementation are becoming critical factors in understanding the impact of professional development on school reform and student achievement. To examine the link between teacher investment, classroom implementation, and student achievement, a survey was developed and administered to a cohort of South Carolina middle school teachers who participated in a nine-month, intensive professional development program. In addition, student standardized achievement scores related to those teachers were obtained for a three-year period to gauge student achievement the year prior to, the year of, and the year after each teacher's participation in the professional development program. Results demonstrated that there is a moderately strong positive relationship between teacher investment and classroom implementation, and teachers who perceived themselves to be highly invested in the professional development program and strong implementers of the strategies highlighted had more consistent and often greater gains in student achievement.
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| Roundtable Rotation II:
Enhancing Teaching Quality in High Need Schools: Evaluating the Implementation of a Standards-Based Professional Development Tool |
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Roundtable Presentation 646 to be held in Suwannee 20 on Friday, Nov 13, 4:30 PM to 6:00 PM
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|
Sponsored by the Pre-K - 12 Educational Evaluation TIG
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| Presenter(s):
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| Jonathan Margolin, Learning Point Associates, jonathan.margolin@learningpt.org
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| Jane Coggshall, Learning Point Associates, jane.coggshall@learningpt.org
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| Shannon Fox, National Board of Professional Teaching Standards, sfox@nbpts.org
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| Abstract:
Take One! is a professional development program offered by the National Board for Professional Teaching Standards (NBPTS) that requires participants to compile a portfolio entry containing evidence of teaching quality. In 2007-08, NBPTS made available the program to over 1300 teachers in 355 high-need schools. A formative evaluation examined the variation in support for program implementation, level of teacher implementation, and perceived change in teaching practice. Surveys were administered to 594 teachers, 58 school principals, and 40 program coordinators; psychometric analysis supported the validity and reliability of survey scales relating to implementation and outcomes. Descriptive analysis of surveys and case studies of five sites indicated that the program influenced teaching practice and enhanced teacher collaboration in the expected direction. Regression analyses and t-tests confirmed that high levels of principal support, mentor support, and technical support predicted greater implementation and perceived change in teaching practice.
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