Teacher Quality
Representative Projects
Illinois Board of Education (ISBE):
Regional System of Support Providers (RESPRO)
ISBE contracted with MI to conduct an evaluation of the RESPRO system of support, a network of 10 regional providers that offer services to schools and districts that fail to make Annual Yearly Progress (AYP). MI implemented a systems-based evaluation plan, with both process and outcome components. This plan incorporated features that reflect MI’s basic approach to conducting large- scale evaluations: triangulation of data, mixed methods data collection, maximum use of existing data to minimize disruption to ongoing project operations, collaborative evaluation planning, ongoing feedback, internal quality control procedures, and user-friendly reporting. In addition, the evaluation contained certain unique features including use of the web-based survey software SelectSurvey, and a “balanced scorecard” approach for identifying which RESPROs were most successful in moving schools towards AYP.
Center for Educational Innovation – Public Education Association:
Evaluation of the Partnership for Innovation in Compensation for Charter
Schools (PICCS)
The Center for Educational Innovation – Public Education Association is collaborating with 10 New York City charter schools to implement the PICCS project, a federally funded Teacher Incentive Grant initiative. PICCS is designed to serve as a model for performance-based compensation systems by using a comprehensive framework consisting of four elements: (1) financial incentive plans for teachers and school leaders tied to student outcome goals; (2) embedded professional development to help teachers and leaders meet these goals, (3) a comprehensive peer review program; and (4) a robust data system. MI’s evaluation of PICCS is based on a conceptual model grounded in change research. In accordance with this model, MI has collected baseline and formative data about the early stages of PICCS implementation and initial school/student outcomes. In subsequent years, MI will expand the evaluation by conducting an in-depth investigation of pedagogical practices using a web-based teacher logging system, and by tracking individual student data using value-added growth models.
United Federation of Teachers, New York City Teacher Center:
Regional School Support Center (RSSC) Best Practices Study
The New York City (NYC) Teacher Center, which sponsors the RSSC, commissioned MI to conduct a study with the goal of learning about best and promising practices of School Support Teams (SSTs). This work included the investigation of the value-added impact of SSTs on NYC schools, districts, and regions; and the development of quality indicators for SST operations. MI produced three products as part of the study: (1) RSSC Protocols of Operation; (2) SST Value-Added Impact; and (3) New York City RSSC: An Investigation into Best and Promising Practices. The latter product, a qualitative report, was disseminated widely as a means of sharing successful practices with other school support providers in New York and other states. To inform product development, MI conducted a comprehensive literature review, initiated numerous site visits with schools, interviewed SST members, and analyzed student performance data.
United Federation of Teachers, New York City Teacher Center:
Summative Evaluation of the Professional Development Program
This two-year study had two goals: (1) to document the model of professional development used by the Teacher Center staff; and (2) to study the impact of professional development services on teacher practices and student achievement. Data collection occurred in two phases. The first phase included document review, interviews with key stakeholders, focus groups, and logging activities; these data helped to define a model of professional development. The second phase of the study included surveys administered to principals, teachers, and Teacher Center staff, classroom observations, and student achievement data; these data were used to examine program impact.
United Federation of Teachers, New York City Teacher Center:
Mathematics Initiative Evaluation
The Mathematics Initiative is a collaborative effort among the NYC RSSC, the Teacher Center, the New York State Education Department, and Hunter College Mathematics Center for Learning and Teaching. The Initiative offers comprehensive professional development for middle and high school educators in schools identified needing improvement (SINI) in mathematics. The content of the professional development is grounded in research-based strategies for effective and proven teaching and learning, utilizing both content and skill- building approaches. MI evaluated the quality and impact of the Mathematics Initiative for several years, using a blend of quantitative and qualitative data collection procedures: participant reaction forms, focus groups with participants and program leadership, and comprehensive impact surveys of participants six months following the professional development sessions. Areas examined included the following: the key steps in program planning and implementation, collaborative efforts with partnering agencies, and program impact on Initiative participants and their students.
The College Board:
Pacesetter/FCAT Program Evaluation
MI assisted The College Board in conducting a formative evaluation of the Pacesetter/FCAT program, a teacher-training program developed specifically for the State of Florida. Pacesetter/FCAT was designed to improve student performance on the Florida Comprehensive Achievement Tests (FCATs) by enhancing the proficiency and creativity of teachers from Florida’s lower-performing urban schools. The primary purpose of the evaluation was to describe the design and development of the program, the quality of Pacesetter/FCAT training, the implementation of the program, and teachers’ perceptions of the program’s impact on their instruction and on students. The evaluation included a survey of participating teachers, focus groups of participating teachers and their students, telephone interviews with the program developers and trainers, and interviews with key College Board and Florida Department of Education personnel.
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