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Evaluation Report
Zporal Tyson-Williams
Kaitlin Ward
Lauren Sinclair
Jessica Kirkland
FRIT 7237
Fall 2014
Georgia Southern University
December 2, 2014
The purpose of this chart is to address the implementation framework of the proposed professional development project for the
math teachers in Braxton County Schools. It addresses the main goal and objectives, along with the pertinent implementation
questions, data sources and methods of data collection. Through the various points of data collection, we will begin to understand
whether the program is being effective as possible.
The initial experience for this project consists of a five day professional development experience for teachers. This includes
visits to local businesses and small group activities where the participants interact with Great Southern University Faculty and external
consultants. These initial project activities have been selected based on supported research. They include several elements that are seen
as best practices for teacher professional development. The participants will create problem-based learning modules using knowledge
gained about mathematics in a business context. Once the modules are completed, teacher participants will implement the modules
with their students and conduct self-evaluations.
Participants for this program will be primarily teachers who will be teaching mathematics in elementary, middle, or high
school during the 2015-2016 school year who have been selected by the Braxton County Director of Professional Learning, and the
Program Director. The focus of the program will be on middle grades (6th-8th) mathematics teachers by the direction of the Braxton
County Director or Professional Learning, Ms. Carla Lawton.
The program director understands that not all educators will fully understand the objectives at the first 5-day workshop
completed during the summer. There will be two follow up meetings after the initial workshop, one meeting during midimplementation, and one at the end of the project.
PROGRAM / CURRICULUM
1. GOAL
Prepare teachers
to create and
utilize authentic,
mathematics
learning
experiences,
which
incorporate
NSSM and
available
instructional
technologies
2. OBJECTIVES
Objective 1
Create PBL
modules for
mathematics
based on
examples from
local businesses
and industries
Objective 2
Create PBL
modules, which
address NSSM
Objective 3
Integrate
available
instructional
technology into
PBL experiences
Objective 4
implement and
evaluate the
learning modules
created
3.
DESCRIPTION
This project
consists of a
professional
development
experience for
teachers which
includes a fiveday summer
workshop,
followed by a
period of
electronic
consultation.
Activities include
small group
activities,
interaction with
mathematics
content experts,
and group
learning
EVALUATION
4. QUESTIONS
5. SOURCE OF
DATA
GSU faculty
Director of
professional
learning
Teacher
participants
Administrat
ors
Evaluations
6. METHODS OF
DATA
COLLECTION
- record review or
audit
- observations
-
interview faculty
and director for
information on
participants and
the selection
process
focus groups
have participants
complete surveys
interview
participants for
on follow-up
support and
activities
GSU Faculty
Director of
professional
learning
administrato
rs
participants
Administrat
ors
Director of
professional
learning
Evaluations
have participants
complete surveys
observe activities
Date of collection
Fri., June 14
Instruments already
developed?
Yes
Yes
Yes
Mon., June 17
Participants preprofessional
development survey
Observe
participants
Participants post
professional
development survey
Post Professional
development
interview
Analyze Data
Develop a report
Communicate
results and Make
recommendations
to stakeholders
Fri., June 21
June 25-June 29
Yes
Braxton County Director of Professional Learning
Mon., July 2
Yes
Fri., July 6
Dec 2015
No
Jan 2016
Jan 2016
Jan 2016
No
Yes
No
After the 5 day workshop, teachers should be able to develop PBL modules that aligned with NSSM, showing appropriate use
of technology in modules, and a connection to local businesses to a great extent. The PBL modules created were based on information
teachers gathered while visiting with local businesses and industries. To assess the extent teaches were able to implement and evaluate
their modules, they should use action research and conduct self-evaluations. When implementing the modules the teachers should keep
close contact with project staff members updating them on the implementation process. Questions and concerns should be addressed
and discussed about the implementation process during the mid-implementation meeting.
Objective
Indicator
Data Source
1.
Create PBL Modules based on local Modules draw on content and processes from local
businesses and industries
businesses and industries
2.
Create PBL Modules addressing
NSSM
3.
Integrate technology into PBL
experiences
4.
Implement and evaluate PBL
Modules
Record of implementation
Record of self-evaluation