2. Copyright © Allyn & Bacon 2007 Power Point Presentations for Each Chapter of SuperVision and Instructional Leadership: A Developmental Approach Carl D. Glickman Stephen P. Gordon Jovita M. Ross-Gordon This multimedia product and its contents are protected under copyright law. The following are prohibited by law: Any public performance or display, including transmission of any image over a network; Preparation of any derivative work, including the extraction, in whole or in part, of any images; Any rental, lease, or lending of the program.

3. Copyright © Allyn & Bacon 2007 Chapter 15 Research and Evaluation Skills This multimedia product and its contents are protected under copyright law. The following are prohibited by law: Any public performance or display, including transmission of any image over a network; Preparation of any derivative work, including the extraction, in whole or in part, of any images; Any rental, lease, or lending of the program.

4. Copyright © Allyn & Bacon 2007 Quantitative and Qualitative Research Compared What is the nature of reality and knowledge? What are the goals of research? What is the researcher’s goal? What is the importance of context in research? What place do values have in research? What is the relationship of cause and effect? How should research studies be designed?

5. Copyright © Allyn & Bacon 2007 Wolfe’s Five Typical Methods for Judging Programs Cosmetic method Cardiac method Colloquial method Curricular method Computational method (Wolfe, 1969) Wolfe, R. 1969. A model for curriculum evaluation. Psychology in Schools 6: 107-108.

6. Copyright © Allyn & Bacon 2007 Evaluating Specific Instructional Programs 1.Evaluation of needs assessment 2.Evaluation of program design 3.Evaluation of readiness 4.Implementation evaluation 5.Evaluation of outcomes 6.Cost-benefit analysis

7. Copyright © Allyn & Bacon 2007 Key Decisions in the Program Evaluation Process What is the purpose of the evaluation? Who will evaluate? What questions need to be answered? What data will be gathered and how will they be gathered? How will the data be analyzed? How will the evaluation be reported?

8. Copyright © Allyn & Bacon 2007 Overall Instructional Program Evaluation Phase One: Select areas to be examined Phase Two: Identify specific evaluation questions Phase Three: Design the evaluation Phase Four: Gather and analyze data Phase Five: Prepare and present the evaluation report

9. Copyright © Allyn & Bacon 2007 Program Evaluation and Teacher Empowerment Fetterman’s (1996) five stages of empowerment evaluation: 1)Training 2)Facilitation 3)Advocacy 4)Illumination 5)Liberation Fetterman, D. M. 1996. Empowerment evaluation: An introduction to theory and practice. In D. M. Fetterman, S. J. Kaftarian, and A. Wandersman (Eds.), Empowerment evaluation: Knowledge and tools for self-assessment and accountability (pp. 3 – 46). Thousand Oaks, CA: Sage.

10. Copyright © Allyn & Bacon 2007 Teacher Evaluation What is the purpose of summative teacher evaluation? What is the purpose of formative teacher evaluation? Do you agree with the authors that summative and formative evaluation should be separate? Why or why not?

11. Copyright © Allyn & Bacon 2007 How to Separate Summative and Formative Teacher Evaluation Use different evaluators. Do summative and formative evaluation during different time periods. Establish minimum performance expectations, continuously monitor teacher performance regarding those expectations, and focus all other evaluation efforts on formative evaluation (McGreal, 1983). McGreal, T.L. 1989. Necessary ingredients for successful instructional improvement initiatives. Journal of Staff Development, 10(1):35-41.

12. Copyright © Allyn & Bacon 2007 Teacher Self-Evaluation Visit expert teachers’ classrooms. Videotape and analyze your own teaching. Survey students and parents. Interview supervisors, peers, students, and parents. Keep a reflective journal. Review data on student achievement. Develop a teaching portfolio.

13. Copyright © Allyn & Bacon 2007 Practitioner Reflection: Real Evaluation How does the author utilize data in her district? How do you utilize data in your school and district?