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Milwaukee Math Partnership Year 1 External Evaluation

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Milwaukee Math Partnership
Year 1 External Evaluation
Lizanne DeStefano, Director
Dean Grosshandler, Project Coordinator
University of Illinois at Urbana-Champaign
Evaluation Purpose
пЃ¬ Goal-oriented evaluation
пЃ¬ Complementary and iterative with
internal evaluation
пЃ¬ Focusing on attainment of proximal
goals in first year
– Creation and functioning of the Learning
Teams
– Quality of the professional development
– Infrastructure and leadership
development
Evaluation Questions
пЃ¬ Question 1: Is progress being made
toward the stated goals of the MMP?
пЃ¬ Question 2: Are there significant
unintended consequences resulting
from the activities associated with the
grant?
пЃ¬ Question 3: Are there areas of
concern regarding the future
implementation of the goals of the
grant?
Evaluation Approach
пЃ¬ Multi-method
пЃ¬ Multi-perspectival
– Teachers
– Local and central office
administrators
– University of Wisconsin Milwaukee
– Milwaukee Area Technical College
– Milwaukee Partnership Academy
пЃ¬ Formative and Summative
Research Methods and Data Sources
пЃ¬ Interviews and focus groups
– Formal and Informal
пЃ¬ Observations
пЃ¬ Surveys
пЃ¬ Document Review
Research Methods and Data Sources
пЃ¬ Interviews and focus groups
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–
–
–
–
–
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Milwaukee Partnership Academy
University of Wisconsin Milwaukee
Milwaukee Public Schools
Milwaukee Area Technical College
Teachers-In-Residence
Math Teacher Leaders
Math Specialists
Research Methods and Data Sources
пЃ¬ Observations
– 9 visits, up to a week at a time, since
January
– Math Teaching Specialist and Math
Teacher Leader training
– Math and Literacy Showcase
– Learning Teams at 3 elementary schools
– Milwaukee Partnership Academy board
meetings
– Teacher-In-Residence work with UWM
math faculty
– Milwaukee Area Technical College course
– Debriefings of MMP staff
Research Methods and Data Sources
пЃ¬ Surveys
– Access to surveys by Cindy Walker’s team
and internal surveys by MMP staff at
trainings/workshops
пЃ¬ Document Review
– Milwaukee Partnership Academy and
Learning Team minutes
– Internal email among MMP participants
– Videotaped Learning Teams discussion
Question 1: Is progress being made
toward the stated goals of the MMP?
пЃ¬ Goal 1:
– “The Milwaukee Mathematics Partnership [will
target] student mathematics achievement in the
Milwaukee Public Schools and student transition to
higher education through the existing Milwaukee
Partnership Academy, a community-wide council of
school, university, union, government, business, and
community organizations.”
пЃ¬ Findings:
– Milwaukee Partnership Academy role in the MMP has
decreased slightly since its inception
– Although more attention paid by Milwaukee
Partnership Academy to reading and writing, MMP
activities are recognized and encouraged by
Milwaukee Partnership Academy members through
alliance formation and commitment of resources
Question 1: Is progress being made
toward the stated goals of the MMP?
пЃ¬ Goal 2:
– “These partners [will] establish and implement a
common vision and assessment program utilizing a
Comprehensive Mathematics Framework at each
school through inclusion of a mathematics teacher
leader in the school’s leadership.”
пЃ¬ Findings:
– There is an articulate and consistent presentation of
the Comprehensive Math Framework and promotion
of a common assessment program in the MMP
activities
– Math Teacher Leaders are receiving effective training,
Learning Teams are paying more attention to math,
and the MPS system is expanding its implementation
of the Comprehensive Math Framework
Learning Team Creation
and Functioning
пЃ¬ Learning Teams are in place in all
schools
пЃ¬ Math Teacher Leaders serve on the teams
and provide information and advocacy
for implementing Comprehensive Math
Framework
пЃ¬ Implementation and effectiveness are not
uniform across district
пЃ¬ Learning teams appear to be an effective
strategy for curriculum reform and large
scale professional development
Common Learning Team characteristics
related to promotion and implementation of
Comprehensive Math Framework
• Principals advocated or implemented a strategy
for sharing authority with team members
• The climate of the Learning Teams promoted
sharing of ideas, offering criticism and concern,
and soliciting feedback
• Math Teacher Leaders were systematic in their
communication of what they learned in their MMP
training to other members of their team
• Math Teacher Leader is viewed as a resource
• MMP activities are integrated into school reform
plans
Question 1: Is progress being made
toward the stated goals of the MMP?
пЃ¬ Goal 3:
– “Key courses in the preparation of teachers, both in
mathematics and education, are re-designed or
created, piloted, and revised by design teams of
mathematicians, PK-12 master teachers, and
mathematics educators from member institutions.”
пЃ¬ Findings:
– UWM preservice math education courses
aligned with Comprehensive Math Framework
– Development process rigorous and sound
– Teachers-In-Residence enthusiastic; initial
implementation well-received
Question 2: Are there significant
unintended consequences resulting from
the activities associated with the grant?
пЃ¬ Increased collaboration between leaders of
pre-existing MPS literacy program and the
Math Teaching Specialists and Math
Teacher Leaders
– Collaboration already part of proposal
framework
– Success of MMP activities has led to greater
acceptance by Literacy Specialists and mutual
desire for more structured collaboration
Question 3: Are there areas of concern
regarding the future implementation of the
goals of the grant?
пЃ¬ Coping with inertia and resistance
 Problems with Math Teacher Leaders’ view
of their students as “deficient”
пЃ¬ Scaling up Math Teacher Leader and
Learning Team activities to all Milwaukee
schools
– Strategies for dealing with the most resistant
schools
Goals for Year 2 Evaluation
пЃ¬ Case studies of effective teams, Math
Teacher Leaders, and classrooms
пЃ¬ Continued assessment of progress toward
stated goals
пЃ¬ Continued monitoring of unintended
outcomes
пЃ¬ Emphasis on changes in professional
development, classroom practice, and
student performance at district and school
level
пЃ¬ Multi-level impact: UWM, Milwaukee Area
Technical College, Milwaukee Partnership
Academy
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