This evaluation plan is embedded in a larger proposal
prepared by Intermediate School District 287, Minneapolis,
MN for Developing Teachers to Foster Mathematics Talent in
K-4 Students.
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Project goals, evaluation questions, data collection
methods and timeframe for activities
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PriMath II, Intermediate School District 287
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| Goals |
Activity |
Date |
| Information |
Method |
|
Classroom Leaders improve their mathematical
competency
|
What mathematical knowledge appropriate for a primary
teacher is gained?
|
- Pretest math content
- Posttest
|
Beginning year
Ending year
|
|
Classroom Leaders develop an extensive repertoire
of participant instructional/organizational strategies
designed to make mathematics accessible to a diverse
classroom population, with special emphasis on gifted
students
|
What strategies are acquired?
What are evident in the classroom?
What impact have the strategies had on gifted students?
What strategies are not appropriate for primary?
What strategies need to be modified for the gifted
student?
|
- Interviews: participants
- Focus groups
- Limited observations
- Self-assessment
- Peer-assessment
- Review of lesson plans
- Review of journals
|
Ongoing |
|
District Leaders support teachers as they
begin to promote change in mathematics instruction,
and become leaders within their school and district
communities
|
What support is evident?
What leadership attributes are being encouraged?
What changes are evident in the short term?
What changes may be evident over a period of time?
What evidence is there of leadership?
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- Interviews: participants and administrators
- Focus groups
- Self-assessment
- Peer-assessment
- Change agent inventory
- Leadership inventory
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Ongoing |
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District leaders involve participating administrators
in the effort to provide teachers with sufficient
resources to implement long-range change
|
What resources exceed the typical expenditures and
support?
What resources are most effective in implementing
long-range change?
What resources are inappropriate?
What resources are necessary but not sufficient?
|
- Interviews: administrators
- Focus groups
- Pre-PriMath II resource inventory
- Post-PriMath II resource inventory
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Ongoing
Beginning year
End year
|
|
District Leaders include multiple elements
within participating school communities planning for
long-range change, by working with each system to
develop an individual plan for the needs and strengths
of their particular community
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What elements are most effective in the process of
developing a district plan?
What features are evident in all of the individual
plans?
What impact will the individual plans have on future
change?
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- Review of process of each district
- Review of individual district plans
- Focus groups: parents, administrators, teachers
- Construct ideal model of the process
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