Teacher Education Instruments

Teacher/Faculty Interviews

Instrument 3: LaCEPT CRT Evaluation Site Visits, Interview Guide for Project Directors

Project: Louisiana Collaborative for Excellence in the Preparation of Teachers (LaCEPT)
Louisiana Board of Regents

Funding Source: NSF: Collaboratives for Excellence in Teacher Preparation (DUE)

Purpose: Assess degree of implementation and program impact of reforms in teacher preparation and improvement of undergraduate math and science instruction

Administered To: Project directors

Topics Covered:

• Attitudes & Beliefs (Teacher/Faculty): impact, project
• Impact on Outcomes: evidence of impact
• Implementation Activities: collaboration, fidelity to project, future developments
• Institutional Context: faculty incentives
• Limitations & Barriers: implementation
• Mentoring & Support: adherence to objectives, peers
• Plans & Expectations (Teacher/Faculty): continue reform practice
• Project Evaluation: aras for program improvement, effectiveness, exemplary areas, expectations
• Self-Assessment (Teacher/Faculty): confidence

Format/Length: 21 open-ended questions

LaCEPT CRT Evaluation Site Visits
October/November 1997
Interview Guide for Project Directors

Interviewee  ____________________________

Campus     ____________________________

Is it OK if we tape this interview, we will not quote you directly without permission, although we may report the gist of what you say. Recording the interview will enable us to ensure the accuracy of the report to the National Science Foundation. You should be assured that the focus of this evaluation is to look at the statewide program, not to evaluate each individual campus.

1. Would you please explain in general the status of the various components of this year's reform program? What has been done and remains to be done?

    

2. Explain the nature and status of any collaborative activities that you have had or that you plan to have among departments, among universities.

    

3. What is your opinion about the reform effort? Do you feel that it has had or will have a positive effect on the preparation of preservice mathematics and science teachers (or undergraduate students)?

    

4. What evidence do you have now or do you plan to obtain in the future about the impact that you have had on preservice teachers?

    

5. On other undergraduate students?

    

6. What would you say are the most positive results of your efforts since you started?

    

7. Are there concerns or reservations that you have about the approach? Are there certain cautions you would give those participating in this reform effort.?

    

8. (Follow up if appropriate.) Are you convinced that this reform approach is worth pursuing in the future? What would you need to know to assure you that this approach is worth supporting?

    

9. What is your general assessment of the status of reform on your campus? Where has it been particularly successful?

    

10. What remains to be done?

     

11. To what extent are the faculty in your college in agreement with the goals and approaches advocated by standards-based reform proponents? Are there any developments that you think will change this assessment?

     

12. In your judgment, how many and what percent of the courses you teach that are typically taken by preservice teachers or undergraduate non-majors would you say are significantly reformed? Are there any developments that you think will change this assessment?

     

13. What percentage of the preservice elementary or mathematics or science teachers graduating would you say would be at least reasonably well equipped to teach using reform principles and techniques? Are there any developments that you think will change this assessment?

     

14. Let's talk about rewards and incentives. What is the likelihood that a person who is successfully involved in this reform effort (e.g., reforming courses, recognized as a state or national leader in reform activities) will be given as much consideration as someone who is equally successful in publishing?

     

15. (Follow up if appropriate.) What would have to happen for additional credit be given to successful standards-based reform participants?

     

16. To what extent is the administration knowledgeable about and supportive of this reform effort?

     

17. To what extent are mathematics and science preservice teachers being placed with reform-minded teachers?

     

18. To what extent has the CRG program at your campus made a difference beyond what would have happened if it had not existed? In what ways would you describe the impact that it has had?

     

19. What will happen after the LaCEPT program concludes? Will reform efforts under way not be continued?

     

20. (Follow up as appropriate.) What would have to happen for the reform effort to continue?

     

21. Do you have an answer to a question that you were just hoping that we would ask you?