Program Evaluation as Professional Development

Abstract

This study focuses on an evaluation project that served as a powerful professional development experience for teachers and leaders in a network of Chicago small schools. The network of small schools led by the Chicago High School Redesign Initiative is based on the Authentic Intellectual Achievement (AIA) framework originally conceived by Fred Newmann. As teachers developed rubrics to measure AIA and scored teachers' assignments and student work collected from their own schools to establish baseline data on the schools' achievement on the AIA scales, they gained deeper understanding of the AIA framework, which served as the theory of instruction for the network of small schools. Participants' reactions to the impact of their involvement on their teaching practices are explored.

Keywords

school restructuring program evaluation professional development

References

American Institutes for Research/SRI Foundation ( 2001, October). Targeted literature review of major constructs and their components: Evaluating the National School District and Networks Grants program. Retrieved November 29, 2007, from www.gatesfoundation.org/nr/downloads/ed/researchevaluation/GatesLitReview.pdf

Brandt, R. (1995). On restructuring schools: A conversation with Fred Newmann. Educational Leadership, 53(3), 70-73. Retrieved November 29, 2007, from www.ascd.org/portal/site/ascd/menuitem.459dee008f99653fb85516f762108a0c/

Lee, V. , & Smith, J. (2001). Restructuring high schools for equity and excellence: What works. New York: Teachers College Press.

Jolliffe, D. , Manning, C. , Sisserson, K. , & Knepler, A. (1999, November 20). Intellectual achievement in writing . Paper presented at the National Council of Teachers of English National Convention, Denver, Colorado.

Manning, C. , et al. (2007). Authentic Intellectual Achievement: A resource guide for principals, assistant principals, academic leaders, teachers and content area coaches. Chicago: CHSRI.

Newmann, F. (1996). Authentic achievement: Restructuring schools for intellectual quality. San Francisco: Jossey-Bass.

Newmann, F. , Lopez, G. , & Bryk, T. (1998). The quality of intellectual work in Chicago schools: A baseline report. Chicago: Consortium on Chicago School Research.

Newmann, F. , Marks, H. , & Gamoran, A. (1996). Authentic pedagogy and student performance. American Journal of Education, 104(4), 280-312.

Newmann, F. , & Wehlage, G. (1995). Successful school restructuring: A report to the public and educators by the Center on Organization and Restructuring of Schools . Madison, WI: The Center on Organization and Restructuring of Schools.

10.

Sisserson, K. (2003). Authentic pedagogy in writing: Analysis of instructional practices of middle-grade writing teachers in Chicago public schools. Paper presented at the American Educational Research Association Annual Meeting, Chicago, Illinois.

11.

Sisserson, K. , Manning, C. , Knepler, A. , & Jolliffe, D. (2002a). Criteria for measuring authentic intellectual achievement in writing. In P. O'Neill , & C. Moore (Eds.), Practice in Context: Situating the Work of Writing Teachers (pp. 285-294). Urbana, IL: National Council of Teachers of English .

12.

Sisserson, K. , Manning, C. , Knepler, A. , & Jolliffe, D. (2002b). Authentic intellectual achievement in writing: New standards for teachers' assignments and student writing. English Journal, 91(6), 63-70.