The Evaluation of IMPACT V Jeni Corn, Friday Institute for Educational Innovation NC State University College of Education

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.

The Friday Institute for Educational Innovation The research arm of the College of Education at NC State University Focused on 5 main areas – 21 st Century Teaching and Learning – Professional and Leadership Development – Technology Infrastructure – Evaluation of Educational Innovations – Educational Policy

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

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

Previous IMPACT Cohorts IMPACT I ( ): 8 elementary schools IMPACT II ( ): 5 middle schools IMPACT III ( ): 17 schools, K-12, located within 3 school districts IMPACT IV ( ): 13 schools, gr. 3-12, located within 4 school districts

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

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

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

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

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

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

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

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

Evaluation Questions PD QualityParticipant Behavior ChangesBroader Impacts 1.In what professional development opportunities did teachers and principals participate? 2.To what extent did teachers and principals think the PD was beneficial? 3.To what extent did teacher participants change their instructional practices? 4.To what extent did teacher participants exhibit leadership roles in their schools? 5.To what extent did principal participants change their leadership practices? 6.What, if any, was the impact on the school around each of the components of the IMPACT model? 7.How did IMPACT V change district level practices? 8.How did IMPACT V impact the supply and equitable distribution of teachers and leaders? 9.How did the overall impact of the core facilitation team model compare to the overall impact of the ITF model?

Evaluation Data Collection Timeline Fall 2011Spring 2012Fall 2012Spring 2013 School Application  Implementation Plans  Teacher Self Survey About Practice (STNA)  Student Survey About Teacher Practice (Tech Skills Checklist and/or STNA*S)  Classroom Observations  Focus Groups (Core Teams, Other Teachers)  Principal Interview  On Track 360  Participant Survey/Reflection  Implementation Checklist  District Interview 

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

Friday Institute for Educational Innovation NC State University College of Education Link to presentations/publications: impact-model impact-model FI Web Site Information