Joseph slides-for-20160601

  • View
    490

  • Download
    0

Embed Size (px)

Text of Joseph slides-for-20160601

PowerPoint Presentation

Program EvaluationIn addition to the school and district data the team routinely collected throughout the year, we also collected some project-wideImplementation,continuous improvement, and evidence of effectiveness data along the way.

A L D4 A L L1

Joseph Note to Susana: All of my evaluation slides start at position/slide #7.1

Program EvaluationImplementation: The project was successfully implemented because it did more than it said it would do.Continuous Improvement: The project continuously evolved and adapted to take advantage of new knowledge and opportunities.Evidence of Effectiveness: The project demonstrated its value by the lasting changes it spearheaded and/or helped to bring about.

A L D4 A L L2

Joseph 2

A L D4 A L L9Program Evaluation

System-wide Indicator Assessment Results from Inquiry ProcessSchool-by-School to get a sense of how good schools distribute effort, focus, and resourcesProcess included open-coding and axial sorting techniques

Joseph: Adapted form system categories established by Karen Cadiero-Kaplan.3

A L D4 A L L9Program Evaluation

Program-wide indicator assessment of all included schoolsSystem-wide Indicator Assessment Results from Inquiry Process

Joseph: Adapted form system categories established by Karen Cadiero-Kaplan.Assumption: Overall, these good schools are highest in 1, 2, 3, and 4; lower in 5 and 6.4

Professional Learning ContentContent was relevantThe content was organized and meaningfulContent will be helpful to me in my role as an educator of diverse studentsThe content will help me to improve how I teach or work with diverse students and familiesI will be able use the content to raise the my level of activity, advocacy, understanding, or quality of performance in the service of diverse students.Professional Learning ProcessFacilitator(s) used engaging activities, strategies, or methods...Facilitator(s) ensured that I was a participant in the processGood use of materials, visuals, and/or artifacts. A L D4 A L L9Program Evaluation

Joseph: Online and paper-based questionnaire. Available at ald4all.org.Questions are condensed for quick review. 5

A L D4 A L L9Program EvaluationProfessional Learning feedback results for 2014 2016Note. N=144. Started gathering data using feedback forms in 2014. Generally highly positive feedback rate, but what else does it mean?

Joseph: Strong on all items, but strongest on Q3: Content will be helpful to me in my role as an educator of diverse studentsTheres no diminishing the quality of service provided by facilitators, but theres something else at work here, too.More than anything, chart suggests that educators were hungry for this kind of content and process. For example, participants may not consider the professional learning content so highly if they were already getting a sufficient amount.

6

Teacher Self-Assessment Scales (TSAS)Online and paper questionnaireBased on NMTEACH (four domains) and Teacher EfficacySchools receive a personalized reportProvides results based on highs and lows for each elementA L D4 A L L9Program Evaluation

Joseph: Schools receive reports that includes the breakdown of what they said. Theyre the experts.7

TSAS program-wide results for 2014 - 2016A L D4 A L L9Program Evaluation

Joseph: Highs and Lows from aggregated ALD4ALL program-wide results.

8

TSAS program-wide results for 2014 - 2016A L D4 A L L9Program EvaluationALD4ALL schools versus non-ALD4ALL TSAS dataset

Joseph: ALD4ALL school self-ratings compared to non-ALD4ALL schools. ALD4ALL, or higher performing schools, seem to have greater levels of teacher efficacy aligned to the NMTEACH Educator Effectiveness System evaluation criteria.9

TSAS program-wide results for 2014 - 2016A L D4 A L L9Program Evaluation

Example of trend lines using Domain 1

Joseph: Highs and Lows10

TSAS program-wide results for 2014 - 2016A L D4 A L L9Program Evaluation

Example of trend lines combining Spring and Fall 2015, using Domain 3 as an example.

Joseph: Highs and Lows11

TSAS program-wide PD-Related TSAS results for 2014 - 2016A L D4 A L L9Program Evaluation

Teacher Efficacy differences by participation inALD4ALL Professional Learning activities.

Joseph: Highs and Lows12

TSAS program-wide results for 2014 - 2016A L D4 A L L9Program Evaluation

Just another view: Teacher Efficacy differences by participation in ALD4ALL Professional Learning activities.

Joseph: Just another view that more clearly shows that teachers participating in ALD4ALL professional learning activities. 13

30

ALD4ALL.org Website

Joseph: ALD4ALL WebsiteSusana: This slide replaces the website slide toward the end14

1. Value of Learners2. Academic Language Orientation3. Expectations for Learners4. Instructional Goals5. Resources6. Accountability & Assessment

Total (98)302274292282269249

Averages3.082.802.982.882.742.54

DomainStrandElementFall 2014Spring 2015Fall 2015Spring 2016

Domain 1: Preparation and Planning

Knowledge of Content and Pedagogy1C: Setting Instructional Outcomes82.287.3881.7988.46

1F: Designing student assessment82.3884.7479.986.25

Domain 2: Creating an Environment for Learning

Knowledge of Students2A: Creating an environment of respect and rapport91.4793.188.9195.27

2C: Establishing a culture for learning90.0490.2983.8393.81

Domain 3: Teaching for Learning

Engaging Student Learning3D: Assessment in Instruction86.4786.6279.6287.94

Domain 4: Professionalism

Providing Feedback to Parents4A: Communicating with Families83.8985.0781.5190.73

Professional Growth4D: Demonstrating Professionalism87.8990.4587.0294.42

4E: Growing and Developing Professionally88.6190.9387.3593.94

Note. TSAS results from four administrations in 2014-2016. Highs/lows are highlighted.