Browsing by Subject "Teacher Development"
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Item Examination of Teacher Observation Dynamics: Role of Observer Effort on Teacher Growth(2017-07) Bury, MichaelThis study examined the teacher observation cycle to understand the effect of observer knowledge, observer effort, observer power, and school culture on teachers’ perceptions of whether the observation process helped them grow, implement strategies, or increase student learning. The concepts of power and expertise were defined by blending the definition of expertise of Berliner (2004) with the framework of power developed by Michelson (2001). Surveys and interviews were used to gather data on teacher perceptions and provide additional context and understanding on these perceptions. Linear regression was applied to the survey data to determine the relationship and significance between variables. Interviews were coded originally based on defined variables, but two of these variables had subcomponents that emerged as significant in the final analysis. The results indicate that the effort and the content and pedagogical knowledge of the observer are more significant factors in perceptions of teacher growth and implementation, as well as in perceived student learning, than the factors of observer power or school culture. Therefore, observers and school systems that want to improve teacher quality through the observation process should try to match teacher and observers in like-content areas, train observers on pedagogy and the evaluation process, and prioritize teacher observations over other work demands.Item The Impact of Add+VantageMR Professional Development: A study on teacher implementation following professional development(2019-12) Miller, ChristinaSchool districts in the United States spend a significant amount of human and financial resources on the design and facilitation of professional development experiences to impact teachers’ understanding of how students think about and learn mathematics. In turn, these professional development opportunities hopefully lead to changes in instructional practices positively impacting students’ feelings towards mathematics and their mathematics achievement. Empirical evidence to support components of effective professional development is mounting and has grown significantly in the past fifteen years (Desmoine, 2009). This study provides a lens into three teachers’ experiences implementing Math Recovery assessment and teaching practices after participating in Add+VantageMR® (AVMR) professional development. AVMR professional development focuses on student thinking, along with dynamic diagnostic assessment of students’ known strategies to inform teaching. Teaching is complex, therefore several areas of opportunity exist to apply learning from AVMR. This study utilized a case study approach (Yin, 2014) and examined three first grade classroom by analyzing a series of video-recorded mathematics lessons collected over four months. The study examined teachers’ planning for, enacting, and reflecting upon mathematics lessons in the area of early number and operations. Three rounds of coding were applied to provide valuable insights into the ways Math Recovery Guiding Principles of Classroom Teaching and Dimensions of Mathematizing manifested in each classroom. Findings from this study indicate teachers implement assessment and teaching practices promoted in Add+VantageMR® professional development when planning for, enacting and reflecting upon whole number mathematics lessons. Each participant’s journey implementing AVMR course ideas was different, and evidence of impact was identified regardless of years of experience and teachers’ participation in Course 1 or Course 2.Item Minnesota State Teacher Development, Evaluation and Peer Support Model Pilot: Initial Evaluation Report(2014-02-05) Dretzke, Beverly; Ingram, Debra; Kwon, Melissa; Peterson, Kristin; Sheldon, Timothy; Wahlstrom, Kyla; Crampton, Anne; Dahmes, Shannon; Larabee, Kaitlyn; Lim, AliciaMinnesota Statute requires that districts begin evaluating teachers in the 2014-2015 school year. In response to the statute, during early winter 2011, the Minnesota Department of Education (MDE) convened a work group to consult with the Commissioner to develop a state model for teacher growth and development. In winter 2013, MDE released the Minnesota State Teacher Development, Evaluation, and Peer Support Model (hereafter “Model”) and began planning for a pilot of the Model during the 2013- 2014 school year (hereafter “Pilot”). The Model includes three components: 1) teacher practice, 2) student engagement, and 3) student learning and achievement. Sixteen school districts and one charter school across Minnesota agreed to participate in the Pilot. Six of the districts are implementing the full Model (all three components) and nine districts are implementing one or two components of the Model. The size of participating districts varies widely, ranging from 287 students to 7,356 students. In August 2013, the Joyce Foundation funded the University of Minnesota’s Center for Applied Research and Educational Improvement (CAREI) to conduct an evaluation of the Pilot. This report summarizes results of surveys and interviews conducted during November and December 2013 with Pilot participants. This status report is the first of three reports. The report for the entire Pilot year will be available in August 2014 and a final report, which will include information on the value-added assessments, an element of the student learning and achievement component, will be submitted to the Joyce Foundation in December 2014. The data in this report is preliminary and encompasses only the first three months of the school year; thus readers should not over-generalize the findings or conclusions presented here. The purpose of this interim report is to provide formative feedback to the Minnesota Department of Education (MDE).Item Minnesota State Teacher Development, Evaluation and Peer Support Model Pilot: Initial Evaluation Report Executive Summary(2014-02-05) Dretzke, Beverly; Ingram, Debra; Kwon, Melissa; Peterson, Kristin; Sheldon, Timothy; Wahlstrom, Kyla; Crampton, Anne; Dahmes, Shannon; Larabee, Kaitlyn; Lim, AliciaMinnesota Statute requires that districts begin evaluating teachers in the 2014-2015 school year. In response to the statute, during early winter 2011, the Minnesota Department of Education (MDE) convened a work group to consult with the Commissioner to develop a state model for teacher growth and development. In winter 2013, MDE released the Minnesota State Teacher Development, Evaluation, and Peer Support Model (hereafter “Model”) and began planning for a pilot of the Model during the 2013- 2014 school year (hereafter “Pilot”). The Model includes three components: 1) teacher practice, 2) student engagement, and 3) student learning and achievement. Sixteen school districts and one charter school across Minnesota agreed to participate in the Pilot. Six of the districts are implementing the full Model (all three components) and nine districts are implementing one or two components of the Model. The size of participating districts varies widely, ranging from 287 students to 7,356 students. In August 2013, the Joyce Foundation funded the University of Minnesota’s Center for Applied Research and Educational Improvement (CAREI) to conduct an evaluation of the Pilot. This report summarizes results of surveys and interviews conducted during November and December 2013 with Pilot participants. This status report is the first of three reports. The report for the entire Pilot year will be available in August 2014 and a final report, which will include information on the value-added assessments, an element of the student learning and achievement component, will be submitted to the Joyce Foundation in December 2014. The data in this report is preliminary and encompasses only the first three months of the school year; thus readers should not over-generalize the findings or conclusions presented here. The purpose of this interim report is to provide formative feedback to the Minnesota Department of Education (MDE).Item Minnesota State Teacher Development, Evaluation and Peer Support Model Pilot: Participant Recommendations(2014-02-06) Dretzke, Beverly; Ingram, Debra; Kwon, Melissa; Peterson, Kristin; Sheldon, Timothy; Wahlstrom, Kyla; Crampton, Anne; Dahmes, Shannon; Larabee, Kaitlyn; Lim, AliciaIn August 2013, the Joyce Foundation funded the University of Minnesota’s Center for Applied Research and Educational Improvement (CAREI) to conduct an evaluation of the Minnesota State Teacher Development, Evaluation and Peer Support Model Pilot. This report summarizes participant recommendations gathered via surveys and interviews conducted during November and December 2013 with Pilot participants. The report for the entire Pilot year will be available in August 2014 and a final report, which will include information on the value-added assessments, an element of the student learning and achievement component, will be submitted to the Joyce Foundation in December 2014. The data in this report is preliminary and encompasses only the first three months of the school year; thus readers should not over-generalize the findings or conclusions presented here. The purpose of this interim report is to provide formative feedback to the Minnesota Department of Education (MDE).