NW BOCES's System for Educator Effectiveness Development (SEED) Project: Final Evaluation Report

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Autor/in	Ho, Hsiang-Yeh
Institution	McREL International
Titel	NW BOCES's System for Educator Effectiveness Development (SEED) Project: Final Evaluation Report
Quelle	(2020), (113 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teacher Effectiveness; Program Descriptions; Faculty Development; Grants; Educational Innovation; Professional Isolation; Geographic Isolation; Program Evaluation; Outcomes of Education; Rural Schools; Intervention; Principals; Assistant Principals; Correlation; Teacher Administrator Relationship; Comparative Analysis; Academic Achievement; Outcome Measures; English Language Learners; English (Second Language); Second Language Learning; Language Arts; Teacher Participation; Kindergarten; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Grant; Finanzielle Beihilfe; Instructional innovation; Bildungsinnovation; Programme evaluation; Programmevaluation; Lernleistung; Schulerfolg; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Principal; Schulleiter; Principals; Stellvertretende Schulleitung; Korrelation; Schulleistung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Sprachkultur
Abstract	Purpose: In January 2015, the Northwest Board of Cooperative Educational Services (NW BOCES) received a five-year Investing in Innovation (i3) grant to develop and implement the System for Educator Effectiveness Development (SEED) program--an innovative professional development (PD) system designed to provide geographically isolated educators an impactful tool to improve teacher effectiveness. The purpose of this report is to document the implementation and impact evaluation of the grant on educator and student outcomes. Methods: Twenty-one schools in rural areas, where obtaining PD can be a challenge, participated in SEED between 2015 and 2020. One school closed during the study period but the majority of its students transferred to other participating schools. Because SEED was a school-level intervention, the target population consisted of all principals, assistant principals, teachers, and students in the participating sites. Correlational designs were implemented to examine the relationships between teacher-level and school-level SEED participation and the outcomes of interest, such as (1) principal engagement in teacher professional growth, (2) teacher access to and use of evidence-based and up-to-date practices, (3) teacher implementation of practice learned from PD in the classroom. A quasi-experimental design (QED) using propensity score matching (PSM) method was employed to examine difference in student achievement outcomes between the SEED schools and the matched non-SEED schools. Results: Correlational findings suggest that teachers who participated in SEED reported better outcomes compared to teachers who did not participate in SEED. Schools with high level of SEED participation had better outcomes compared to schools with low level of SEED participation. Findings of QED PSM design revealed that SEED had a statistically significant positive effect on one outcome measure (minority students' English language acquisition, or ELA) and marginally significant positive effects on four outcome measures (all related to English language acquisition and math outcomes among racial/ethnic minority and free and reduced-lunch, or FRL, students). Implications: Evaluation findings provided some positive and promising pieces of evidence to support SEED efficacy. Implementation findings suggest that the program was largely implemented with fidelity; yet, there are opportunities for improvement. Future research may consider replicating the program design and identify strategies to increase teacher participation at school level. Additional Materials: The following are appended: (1) SEED Evaluation: Technical Report; (2) Assessment of Fidelity of Implementation; and (3) Baseline Equivalence and Impact Analysis Outputs and Results. (As Provided).
Anmerkungen	McREL International. 4601 DTC Parkway Suite 500, Denver, CO 80237-2596. Tel: 303-337-0990; Fax: 303-337-3005; Web site: http://www.mcrel.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01