Search Results: (1-2 of 2 records)
|REL 2016101||Stated Briefly: Redesigning Teacher Evaluations: Lessons from a Pilot Implementation
This “Stated Briefly” report is a companion piece that summarizes the results of another report of the same name. REL Northeast and Islands, in collaboration with the Northeast Educator Effectiveness Research Alliance and the New Hampshire Department of Education conducted a study of the implementation of new teacher evaluation systems in New Hampshire’s School Improvement Grant schools. While the basic system features are similar across district plans, the specifics of these features vary considerably by district. Further, district fidelity to the plans, as measured by the exposure of teachers to different features of the evaluation system, ranged from moderate to high. Finally, researchers identified several factors related to implementation: (1) capacity of administrators to conduct evaluations; (2) initial and on-going evaluator training; (3) the introduction and design of student learning objectives; (4) the professional climate of schools, including the support of the new system by teachers and evaluators.
|REL 2014025||Logic Models: A Tool for Effective Program Planning, Collaboration, and Monitoring
This guide describes the role of logic models in effective program planning, collaboration, and monitoring. It explains how the four components of these models—resources, activities, outputs, and outcomes—relate to one another to provide a visual display of a program's mechanics and structure. An example is provided to demonstrate how the work of a program connects to intended student outcomes in order to chart a course toward improved policy and practice. This guide is one piece of a four-part series on program planning and monitoring released by REL Pacific at McREL.
1 - 2