Indicator 8.1.1 of 2: Teachers' knowledge and skills: Increasing percentages of teachers will show evidence that participation in Eisenhower-assisted professional development improved their knowledge and skills. |
Targets and Performance Data |
Assessment of Progress |
Sources and Data Quality |
Subject Area Content
|
Year
|
Actual Performance
|
Performance Targets
|
|
|
|
1998 |
|
|
2000 |
|
|
Instructional Methods
|
Year
|
Actual Performance
|
Performance Targets
|
|
|
|
1998 |
|
|
2000 |
|
|
Curriculum
|
Year
|
Actual Performance
|
Performance Targets
|
|
|
|
1998 |
|
|
2000 |
|
|
Approaches to Assessment
|
Year
|
Actual Performance
|
Performance Targets
|
|
|
|
1998 |
|
|
2000 |
|
|
Use of Technology
|
Year
|
Actual Performance
|
Performance Targets
|
|
|
|
1998 |
|
|
2000 |
|
|
Approaches to Diversity
|
Year
|
Actual Performance
|
Performance Targets
|
|
|
|
1998 |
|
|
2000 |
|
|
|
Status: Unable to judge.
|
Additional Source Information: Update to Designing Effective Professional Development: Lessons from the Eisenhower Program (National Evaluation of the Eisenhower Program Report), 1999 (data collected in 1998).
Frequency: Biennially.
Collection Period: 2001.
Validated By: No Formal Verification.
Limitations: The data on effects on knowledge and skills are self-reported by participants.
|
Indicator 8.1.2 of 2: Teachers' classroom instruction: Teachers who receive high quality professional development focused on higher order teaching strategies are more likely to change their teaching practices. |
Targets and Performance Data |
Assessment of Progress |
Sources and Data Quality |
Teaching strategy: Use of calculators or computers to develop models
|
Year
|
Actual Performance
|
Performance Targets
|
|
Extent teachers who participated in professional development used teaching strategy in classroom |
Extent teachers who did not participate in professional development used teaching strategy in classroom |
|
Extent teachers who participated in professional development used teaching strategy in classroom |
Extent teachers who did not participate in professional development used teaching strategy in classroom |
|
1999 |
|
|
Teaching strategy: Use of problems with no obvious solution
|
Year
|
Actual Performance
|
Performance Targets
|
|
Extent teachers who participated in professional development used teaching strategy in classroom |
Extent teachers who did not participate in professional development used teaching strategy in classroom |
|
Extent teachers who participated in professional development used teaching strategy in classroom |
Extent teachers who did not participate in professional development used teaching strategy in classroom |
|
1999 |
|
|
Teaching strategy: Use of mathematics and science projects to determine student grades
|
Year
|
Actual Performance
|
Performance Targets
|
|
Extent teachers who participated in professional development used teaching strategy in classroom |
Extent teachers who did not participate in professional development used teaching strategy in classroom |
|
Extent teachers who participated in professional development used teaching strategy in classroom |
Extent teachers who did not participate in professional development used teaching strategy in classroom |
|
1999 |
|
|
|
Status: Unable to judge.
Explanation: The Eisenhower evaluation examined the effects of professional development in three areas of teaching designed to increase students' higher-order thinking: technology use, instructional methods, and approaches to assessing student work. |
Additional Source Information: Does Professional Development Change Teaching Practice? Results from a three-year Study of Eisenhower and Other Professional Development. (National Evaluation of the Eisenhower Program Report), 2000 (data collected in 1997-1999).
Frequency: Biennially.
Collection Period: 2001.
Validated By: No Formal Verification.
ED Standards for Evaluating Program Performance Data were developed.
Limitations: The data on the effects on classroom instruction are self-reported and are not nationally representative.
|
Indicator 8.2.1 of 2: High quality: Increasing percentages of teachers will participate in Eisenhower-assisted professional development activities that reflect best practices. |
Targets and Performance Data |
Assessment of Progress |
Sources and Data Quality |
Major emphasis on academic content
|
Year
|
Actual Performance
|
Performance Targets
|
|
|
|
1998 |
|
|
2000 |
|
|
Involves all teachers in grade, department, or school
|
Year
|
Actual Performance
|
Performance Targets
|
|
|
|
1998 |
|
|
2000 |
|
|
Is followed up with other activities
|
Year
|
Actual Performance
|
Performance Targets
|
|
|
|
1998 |
|
|
2000 |
|
|
Involves: a) Planning classroom implementation
|
Year
|
Actual Performance
|
Performance Targets
|
|
|
|
1998 |
|
|
2000 |
|
|
b) Presenting, leading, and writing
|
Year
|
Actual Performance
|
Performance Targets
|
|
|
|
1998 |
|
|
2000 |
|
|
c) Observing and being observed
|
Year
|
Actual Performance
|
Performance Targets
|
|
|
|
1998 |
|
|
2000 |
|
|
d) Reviewing student work
|
Year
|
Actual Performance
|
Performance Targets
|
|
|
|
1998 |
|
|
2000 |
|
|
|
Status: Unable to judge.
|
Additional Source Information: Update to Designing Effective Professional Development: Lessons from the Eisenhower Program (National Evaluation of the Eisenhower Program Report), 1999 (Data were collected in 1998).
Frequency: Biennially.
Collection Period: 2001.
Validated By: No Formal Verification.
Limitations: The data are self-reported by participants.
|
Indicator 8.2.2 of 2: Sustained professional development: Increasing percentages of teachers participating in Eisenhower-assisted activities will participate in activities that span 6 months or longer. |
Targets and Performance Data |
Assessment of Progress |
Sources and Data Quality |
Percentage of teachers in activities that span 6 months or longer
|
Year
|
Actual Performance
|
Performance Targets
|
|
|
|
1998 |
|
|
2000 |
|
|
|
Status: Unable to judge.
|
Additional Source Information: Update to Designing Effective Professional Development: Lessons from the Eisenhower Program (National Evaluation of the Eisenhower Program Report), 1999 (Data were collected in 1998).
Frequency: Biennially.
Collection Period: 2001.
Validated By: No Formal Verification.
Update to Designing Effective Professional Development: Lessons from the Eisenhower Program (National Evaluation of the Eisenhower Program Report), 1999 (Data were collected in 1998).
Limitations: Data are self-reported by participants.
|