Evaluation- Assignment 4

Engage Stakeholders

Who should be involved?
Teachers, administrators, superintendents, division coordinators,

How might they be engaged?
Staff meetings, email correspondence, volunteering, questionnaires

Focus the Evaluation

What are you going to evaluate? Describe program (logic model).
Teacher Professional Growth Plans- see logic model

What is the purpose of the evaluation?
The purpose of this evaluation is to evaluate the extent to which P.G.P.s are meeting the goals of the program, namely the enhancement of teacher instruction and student achievement.

Who will use the evaluation? How will they use it?
How will they use the information?

Administrators, superintendents, division coordinators, and teachers
To assess the effectiveness of the program and make changes ( if necessary) to help teachers meet the goals.

What questions will the evaluation seek to answer?
Do Professional Growth Plans promote professional growth, enhance instruction, and student achievement? (Are P.G.P.s meeting the goals set out by the division?)

Sub questions:
Do teachers have adequate resources to implement P.G.P.s?
Do teachers and administrators see growth in their students as a result of their P.G.P.s?
Do P.G.P.s encourage teachers to develop professionally?
How are P.G.P.s perceived by teachers and administrators?
Are P.G.P.s being used in the way that they are intended?
What are the benefits to teacher created PGP?

What information do you need to answer the questions?
Indicators – How will I know it?

I need to obtain teacher/administrator testimonials of their experience with Professional Growth Plans in order to answer the questions.
I will use the questionnaire and interview data to inform me of the programme's effectiveness.


When is the evaluation needed?
This is to be determined

What evaluation design will you use?
A goal-based evaluation design will be used.


Collect the information

What sources of information will you use?

Existing information:
Professional Growth Plan Tool Kit, Division PowerPoint,

People:
Teachers at Bishop Klein School


What data collection method(s) will you use?
Questionnaire with a larger sample. Interview with a small sample.

Assignment 3- logic model

GOAL
Statement of the overall purpose of the project
Professional Growth Plans are a yearly requirement for all teachers working for Greater Saskatoon Catholic School Division. Their rationale states that G.S.C.S.D. believes that a) the professional growth of the teachers enhances instruction and student achievement. B) the teacher has the primary responsibility for his or her professional growth.


OBJECTIVES
Specific statements of what the project sets out to accomplish
Statement of Policy:On an annual basis, each teacher shall develop a professional growth plan.
Rationale:


The Professional Growth Plan, designed to focus the goal(s) of the teacher in the upcoming year, will include at least one of the following strategies: peer coaching, mentorship, portfolio, reflective journal, action research, learning group, cognitive coaching, or other initiatives that enhance instruction and student achievement.


ACTIVITIES
Specific tasks to complete through implementation of the project
-creation of a committee comprised of teachers, administrators, division coordinators, superintendents, and teachers
-research
-Creation and publishing of Professional Growth Plan Toolkit for teachers
-workshops and meetings to discuss PGP with staff
-Collaboration between staff and administration


OUTPUTS
Immediate results (direct products of project activities)
1.The Professional growth Plan will be reviewed by the teacher and principal, or designate, and reported to the designated Superintendent of Education no later than October 31.

2.The principal, or designate, and teacher will revisit the Professional Growth Plan by May 3

Strategies for goal
achievement. These are
the actions that can be taken to achieve a P.G.P.


-taking a course
-attending conferences, seminars and workshops
-visiting another worksite
-reading or doing research
-peer coaching
- cognitive coaching
-creation of professional portfolios
-participating in learning communities
-mentorship



OUTCOMES
Intermediate results (1 to 3 years after project starts)

-Teacher participation in P.G.P.
-Enrollment in programs that allow professional growth
-enhanced student achievement
-growth in teachers/administrators and professional partnerships
a change of focus for supervision of instruction away from the individual, toward program effectiveness and improvement of instruction
-a more productive use of administrative time
-increased professional interactions and discussions among staff members
-greater sharing of responsibility for instructional leadership
-increased professional knowledge, involvement, and ownership.
-continuous learning


IMPACTS
Long-term results (3 to 10 years after project starts)
-increased professional knowledge, involvement, and ownership.
-continuous learning