| 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:
Evaluating K-12 Professional Development: English as a Second Language (ESL) Coaching and Inclusion |
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Roundtable Presentation 865 to be held in Balboa A on Saturday, Nov 5, 9:50 AM to 11:20 AM
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Sponsored by the Pre-K - 12 Educational Evaluation TIG
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| Presenter(s):
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| Michelle Bakerson, Indiana University South Bend, mmbakerson@yahoo.com
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| Abstract:
Evaluators are often contracted by school districts or organizations receiving grants to develop and facilitate programs to benefit the school or organization. One such school district in Northern Indiana is a district whose K-12 teachers received professional development in coaching English as a Second Language (ESL). The evaluation was conducted to determine teacher attitudes and perceptions toward full ESL inclusion in which ESL teachers work as coaches in conjunction with classroom teachers to provide both indirect and direct services in an inclusive setting, as proposed by the school district. The evaluation was designed to be a learning tool for facilitating the improvement of the professional development provided at this school. Accordingly, a collaborative evaluation approach was utilized to actively engage the school and the teachers during the whole process. The steps, advantages, and obstacles of this evaluation will be discussed.
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| Roundtable Rotation II:
Improving Educational Leadership Through the Development of Professional Learning Communities |
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Roundtable Presentation 865 to be held in Balboa A on Saturday, Nov 5, 9:50 AM to 11:20 AM
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Sponsored by the Pre-K - 12 Educational Evaluation TIG
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| Presenter(s):
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| Annie Woo, Oregon Department of Education, dranniewoo@gmail.com
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| Abstract:
This evaluation study provided administrators of Professional Learning Communities (PLC) within eight school districts across (32 individual schools) in four states with formative and summative data to assist them in making program changes as they addressed the challenges of high school reform. We focused our efforts on the identification of the factors that contribute to the success of schools in achieving Adequate Yearly Progress through the implementation of PLC, with the aim of providing teachers with a more supportive teaching environment. Achievement data review, surveys, and interviews were conducted for the purposes of measuring the effectiveness of PLC in: a) developing effective professional learning communities in schools; b) providing teachers with both an intellectually challenging and emotionally supportive professional environment; and c) increasing student achievement. Findings pertain to PLC implementation, improvisation, challenges to evaluation, and lessons learned with relevance to high school reform.
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