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Project RENEW Evaluation: Year III

Project RENEW Evaluation: Year III . Sarah Hough, Ph.D. Nancy O’Rode, Ph.D. University of California Santa Barbara. Update on some of the evaluation findings in terms of • Implementation & preliminary impact • Progress toward project’s mathematics learning objectives.

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Project RENEW Evaluation: Year III

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  1. Project RENEW Evaluation:Year III Sarah Hough, Ph.D. Nancy O’Rode, Ph.D. University of California Santa Barbara

  2. Update on some of the evaluation findings in terms of • Implementation & preliminary impact • Progress toward project’s mathematics learning objectives Purpose of Next 10 Minutes

  3. Development of a professional development-mentoring model to keep effective teachers in the profession Main Goal

  4. 3 Counties • 9 School Districts • 55 Schools Project RENEW Implementation Data RENEW is currently operating in:

  5. Project RENEW Implementation Data RENEW Professional Development has impacted: 59 Lead Teachers (Preceptors) 258 Beginning Teachers (Preceptees)

  6. Growth in RENEW Participation Across Time

  7. Preliminary Retention Rates Preliminary analysis of data indicate a similar retention rate to BTSA, approximately 88% of teachers participating in the program remain in the profession.

  8. Feedback from both Preceptees and Preceptors has been overwhelmingly positive WHY?

  9. Project is Meeting Preceptee Needs for Intellectual and Emotional Support • What are beginning teacher needs in the context of mathematics teaching? • To what extent does RENEW meet these • needs?

  10. Investigative Strategies and Activities Strategies for managing multiple levels of student understanding Opportunities to build relationships with colleagues Beginning Teacher Needs A lot Somewhat Not at All

  11. 4. Connecting Math to Real-World contexts 5. Renewed interest and understanding of math 6. Ideas for balancing problem solving and skills Beginning Teacher Needs A lot Somewhat Not at All

  12. How is RENEW able to meet all of these needs? By developing the leadership capacity of the experienced teachers who work with preceptees

  13. Combating Burn-out in Experienced Teachers

  14. “My time in RENEW has been unbelievable. I feel renewed and recharged. My eyes see my role more clearly now thanks to your gentle and persuasive guidance. You have given me much to process, analyze, and absorb. Thank goodness we are all still growing and expanding individuals! “ “I am so glad I’m part of Project RENEW. It came at a time in my career where I really need a “boost” to keep teaching. It gives me a purpose and makes my job fun and relevant. Thanks so much!”

  15. Development of Leadership

  16. Leadership Development Stages • Preceptor as Resource • Preceptor as Relationship Builder • Preceptor as Change Agent

  17. Includes an Understanding of Equity and Its Role “Participating in RENEW keeps the equity issues in the foreground so they don’t get lost. A gentle reminder to never forget the equity issue when planning lessons or setting up a classroom.”

  18. Two-tiered Model Two-tiered Model PRECEPTES Professional Development Support PRECEPTORS

  19. Progress Toward Project’s Mathematics Learning Objectives • Increase participants’ understanding of important mathematics • Increase participants’ understanding of pedagogy (ability to implement PSSM)

  20. Pedagogy-Teaching to National Standards Start of project Not in line with national standards In line with national standards Preceptees Preceptors One or more year of participation Preceptees Preceptors

  21. Pedagogy-Teaching to National Standards • After one year of participation in RENEW beginning teachers feel more prepared to: • Lead a class using investigative strategies • Manage students engaged in hands-on activities • Help students take responsibility for their own learning.

  22. Mathematics Knowledge

  23. Effects on Participants’ Conceptual Understanding “I have been challenged to look at mathematical concepts in much more depth. I am not content with knowing how to do a process to get a correct answer. I want to understand why a process works and what other ways could a problem be solved. I want to connect what I’m investigating to other mathematics.” [Preceptor]

  24. Effects on Participants’ Conceptual Understanding • Concepts • Connections between topics

  25. Effects on Participants’ Confidence in Mathematics “I am becoming more comfortable with a variety of subject matter and approaches to doing math.”

  26. Effects on Participants’ Confidence in Mathematics “As soon as I became part of RENEW I was a fan of math. This was not always true. Coming to RENEW and sharing my fears, anxiety and successes helped me to feel more comfortable (immediately) in my own math class.”

  27. Effective Model for Teacher Support and RENEWAL in Mathematics One minute Dyad: How does this data relate to what you have seen in your school or district?

  28. Data Collection • Every Professional Development Seminar Hour is recorded for each Preceptee and Preceptor • No Child Left Behind Compliance

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