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The Evaluation of IMPACT V

The Evaluation of IMPACT V. Jeni Corn, jocorn@ncsu.edu 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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  1. The Evaluation of IMPACT V Jeni Corn, jocorn@ncsu.edu Friday Institute for Educational Innovation NC State University College of Education www.fi.ncsu.edu

  2. 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.

  3. 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

  4. 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

  5. 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

  6. 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

  7. 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

  8. 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

  9. 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

  10. 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

  11. 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

  12. IMPACT V Objective • To build capacity for school and classroom leadership in North Carolina middle and high schools with the highest need

  13. 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

  14. 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

  15. Evaluation Questions

  16. Evaluation Data Collection Timeline

  17. 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

  18. 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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