The evaluation of impact v
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The Evaluation of IMPACT V. Jeni Corn, [email protected] Friday Institute for Educational Innovation NC State University College of Education www.fi.ncsu.edu. The Friday Institute for Educational Innovation. Mission:

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The Evaluation of IMPACT V

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The evaluation of impact v

The Evaluation of IMPACT V

Jeni Corn, [email protected]

Friday Institute for Educational Innovation

NC State University College of Education

www.fi.ncsu.edu


The friday institute for educational innovation

The Friday Institute for Educational Innovation

Mission:

The Friday Institute advances education through innovation in teaching, learning, and leadership. By bringing together students, teachers, researchers, policy-makers, educational professionals, and other community members, the Friday Institute serves as a center for fostering collaboration to improve education.


The friday institute for educational innovation1

The Friday Institute for Educational Innovation

  • The research arm of the College of Education at NC State University

  • Focused on 5 main areas

    • 21st Century Teaching and Learning

    • Professional and Leadership Development

    • Technology Infrastructure

    • Evaluation of Educational Innovations

    • Educational Policy


Fi impact v evaluation team

FI IMPACT V Evaluation Team

  • Jeni Corn, Principal Investigator

  • Tricia Townsend, Research Associate

  • Megan Townsend, Research Associate

  • Jennifer Maxfield, Research Associate

  • Malinda Faber, Research Associate

  • Dina DeVose, Graduate Research Assistant


Evaluation work

Evaluation Work

  • IMPACT

  • NC 1:1 Learning Initiative

  • NC Math and Science Education Network

  • Maximizing the Impact of STEM Outreach through Data-driven Decision-Making (MISO)

  • NC Virtual Public Schools

  • School Connectivity Initiative

  • Race to the Top

  • Capacity Building

  • Golden LEAF STEM


Previous impact cohorts

Previous IMPACT Cohorts

  • IMPACT I (2003-2006): 8 elementary schools

  • IMPACT II (2007-2011): 5 middle schools

  • IMPACT III (2007-2011): 17 schools, K-12, located within 3 school districts

  • IMPACT IV (2008-2011): 13 schools, gr. 3-12, located within 4 school districts


Results from previous impact studies

Results from Previous IMPACT Studies

  • Professional development was seen as a vital component in the successful implementation of the IMPACT model

    • Benefits to scheduling prior to the start of the school year and to having multiple schools within a district participating

  • Collaborative planning sessions provided much needed support for technology integration

    • Improvements over time in the nature of collaboration and teachers’ receptiveness to its purpose and potential benefits


Results from previous impact studies1

Results from Previous IMPACT Studies

  • Many schools reported a need for a technician so their TF and MC could be free to function in an instructional capacity

  • Some schools provided teacher leaders with support and training to enhance the model’s sustainability


Results from previous impact studies2

Results from Previous IMPACT Studies

  • Providing flexible access to technology resources was initially a challenge for elementary schools

  • The influx of technology and flexible access led to more frequent and varied use of media center resources

  • Flexible access to technology resources allowed teachers to plan more effective, authentic lessons supported by technology


Results from previous impact studies3

Results from Previous IMPACT Studies

  • Teachers reported changes in their instruction:

    • More project-based, small-group and collaborative learning

  • Significant growth in teachers’ confidence in their ability to implement NETS

  • Increased comfort level with equipment and ability to troubleshoot technical problems


Results from previous impact studies4

Results from Previous IMPACT Studies

  • Some growth in students’ perceptions of their technology skills

  • Significant increase among elementary and middle schools in the number of students who felt the use of technology made learning easier and more interesting for them

  • Overall, student achievement in IMPACT schools is exhibiting a promising trend toward improvement in Reading and Math over and above what was observed in comparison schools


Impact v objective

IMPACT V Objective

  • To build capacity for school and classroom leadership in North Carolina middle and high schools with the highest need


Impact v components

IMPACT V Components

  • Funding for school and classroom technology

  • High-quality professional development

  • Additional P.D. (NCDPI and outside contracted) for a cohort of district and school leaders

  • School principals earn an EdS degree and classroom teachers earn a Master’s of Instructional Technology degree

    • UNC-system provided graduate-level classes

  • Core team of teachers fulfill the ITF role


Evaluation purpose

Evaluation Purpose

  • To evaluate the impact of the IMPACT V project:

    • Teachers’ instructional practices

    • Teachers’ leadership roles

    • Principals’ leadership practices

    • School-level components of the IMPACT model

    • District-level practices

    • Supply and equitable distribution of teachers and leaders


Evaluation questions

Evaluation Questions


Evaluation data collection timeline

Evaluation Data Collection Timeline


Next steps

Next Steps

  • Assign one point person per school to work with the evaluation team:

    • Help with scheduling classroom observations, focus groups, and interviews

    • Help with survey administration

  • Administration window for baseline surveys: October 17 – November 18


The evaluation of impact v

FI Web Site Information

Friday Institute for Educational Innovation

NC State University College of Education

http://www.fi.ncsu.edu/

Link to presentations/publications: http://www.fi.ncsu.edu/project/evaluation-of-impact-model


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