1. Intel ® Teach to the Future Pre Service Evaluation across Asia - Gaining the Country Perspective - Deakin University Faculty of Education Consultancy and Development Unit September 2005

2. 2 Intel Teach to the Future Pre-Service Evaluation Evaluation – a growing need  Intel Teach to the Future in-service programs have generated valuable, systematically collected information across countries over a number of years, providing a global perspective  Increasingly, more detailed in-service evaluations are taking place, providing the basis on which Intel, the education systems, and schools can strategically plan to improve the implementation and the impact of the program  The number of Intel Teach to the Future pre-service programs being implemented is growing, but evaluation of these programs has not been widespread  Data informed decision making is increasingly seen as vital for both Intel and the Institutions to ensure effective future planning and implementation of these pre-service programs

3. 3 Intel Teach to the Future Pre-Service Evaluation The Pre-Service Evaluation in Asia  Covers all countries conducting Intel Teach to the Future as a pre-service program within the Asian Region Australia, China, India, Japan, Korea, Malaysia, Pakistan, Philippines, Taiwan, Vietnam  Managed and Supported by Deakin University, Australia Providing guidance, support strategies, data collection instruments and direct assistance to each country as required.  Provides an Asia-wide perspective but with scope for an individual country focus Recognizes and allows for the different contextual requirements within each country, Ensures a level of consistency across countries that will enable effective reporting at a regional level.

4. 4 Intel Teach to the Future Pre-Service Evaluation Evaluation Aim  To inform future directions for the effective delivery of Intel Teach to the Future within the pre-service education environment across Asia.

5. 5 Intel Teach to the Future Pre-Service Evaluation Evaluation Objectives  To determine the impact of Intel Teach to the Future, when delivered in pre-service education, on the teaching practices of pre-service students once they gain a teaching position  To identify the factors that support and those that hinder the transfer of pre-service students’ learnings from the program into their teaching practice

6. 6 Intel Teach to the Future Pre-Service Evaluation Evaluating across a Range of Contexts  Across the countries within the Asian Region and also within the countries there are many variations in regard to: numbers, types and sizes of tertiary institutions conducting Intel Teach to the Future as a pre-service program Institution governance structures and levels of autonomy qualification structures and lengths levels of priority and resourcing in regard to technology in education approaches to teaching and learning languages spoken  The evaluation strategies and the analysis of the data will reflect these variations

7. 7 Intel Teach to the Future Pre-Service Evaluation Catering for the Differences  Different contexts will be catered for by: Working closely with country based Intel Education Managers and Evaluators to identify and address the specific evaluation needs and focus within each country Localising the surveys and any other instruments to address the specific language, terminology, learning contexts in each country Implementing a phased approach to the evaluation – increasing the involvement of countries and institutions in the evaluation process over time Evaluating the evaluation - gaining feedback from key stakeholders on the evaluation process itself to ensure that it is meeting the needs of the key stakeholders and providing the information required to inform future directions

8. 8 Intel Teach to the Future Pre-Service Evaluation Evaluation Plan - Overview

9. 9 Intel Teach to the Future Pre-Service Evaluation The Impact Survey - a Key Evaluation Strategy  Central to the evaluation plan is the ‘Impact Survey’  Targeting first year teachers who were involved in Intel Teach to the Future as part of their pre-service qualification.  Designed to gain information on The extent to which the pre-service students who have undertaken Intel Teach to the Future, have the motivation, opportunity, understanding and capacity to integrate their learnings into their teaching practice The impact this has on these former pre-service students, the students they are teaching and the schools the factors that support or facilitate the effective implementation of their learnings the factors that hinder or block the effective implementation of their learnings

10. 10 Intel Teach to the Future Pre-Service Evaluation  Designed to enrich and validate the data collected through the Impact Surveys  Conducted with small samples of key stakeholders  Optional Supplementary Evaluation Strategies

11. 11 Intel Teach to the Future Pre-Service Evaluation Supplementary Evaluation Strategies  Surveys designed to provide an understanding of the context Institutional surveys Post Program information from faculty and pre-service students Post Practicum Surveys for students  Focus group discussions or surveys with Faculty involved in teaching the program and overseeing the practicum, to understand the approaches taken in delivering the program, the extent to which the practicum has provided opportunities for pre- service students to practice and further develop their skills in the area challenges and supporting factors the outcomes for both staff and students

12. 12 Intel Teach to the Future Pre-Service Evaluation Additional Evaluation Strategies (cont)  Focus group discussions with current Pre-service students the ways in which they were able to implement the program learnings in the practicum the factors which assisted or hindered effective implementation  Phone or face to face interviews with past pre-service students who have teaching positions the extent to which and ways in which the program has influenced their teaching practice the factors which assisted or hindered effective implementation of their learnings the impact on their students

13. 13 Intel Teach to the Future Pre-Service Evaluation Additional Evaluation Strategies (cont)  Focus groups or phone interviews with teachers and principals from Practicum and Placement Schools Gathering feedback on the extent to which the pre-service teachers or newly placed teachers were demonstrating their knowledge about the use of technology in the classroom generating information on the factors which are most likely to provide the best opportunities for pre-service teachers to implement the learnings

14. 14 Intel Teach to the Future Pre-Service Evaluation What are the possibilities for your institution?  To what extent could your institution be involved in the Impact Survey and/or the additional evaluation strategies? Do you have data bases of students ? Do you know where your students gain positions ? Would your students be keen to be involved ? How might they be encouraged to contribute once they have left? Would they be willing to leave contact details for future contact ? To what extent do you interact with the practicum schools and the future placement schools? How easy would it be to involve these schools in this evaluation? Is there additional information you would like gathered?

15. 15 Intel Teach to the Future Pre-Service Evaluation Conclusion Intel, ( insert evaluators) and Deakin University look forward to the possibility of working with you in the future and hope that, through this evaluation, we can support your efforts in preparing your pre-service students to be effective teachers in a technology rich world.