NH%20PNT2%20Evaluation

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NH PNT2 Evaluation

• Year Three Findings and Next Steps

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• Sun Associates
• Jeff Sun
• 978-251-1600 ext. 204
• jsun_at_sun-associates.com

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PNT2 Evaluation Work

• Started 3 years ago, with start of PNT2
• Annual GPRA forms
• Quantitative measures of activity at IHE level
• Qualitative assessment of progress
• Interviews
• Focus groups
• Surveys
• Session evaluations
• Leading to measurement of PNT2s progress in
  meetings its program goals

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Surveys and Session Evaluations

• Still collecting information on faculty and
  student surveys
• 52 students (4 IHEs) and 23 faculty (5 IHEs) have
  responded
• www.sun-associates.com/pnt/pdsurv.html
• Good background info on what individual faculty
  find useful in terms of PD models

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Surveys

• Faculty (n23) PD Desirable Options
• Traditional Delivery Advanced Degree
• Independent Delivery 1-1 Tutorial
• Innovative Delivery Partnerships (e.g., K-12)
• Collaborative Delivery Mentor/Master Teacher

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• Students (n54) Incentives
• Factors Attracting Students to Teaching
• Desire to work with students (79)
• Desire to improve education (60)
• High variability -- 4 - 79
• Incentives for Choosing This Program
• Location (36)
• Reputation (30)
• Low variability -- 9 - 36

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• Incentives to Stay in NH
• Supportive community and parents (43)
• Availability of competitive salary (38)
• Low variability -- 15 - 43

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• Session evaluations
• Positive feelings about PNT2 professional
  development
• Each year, PD has come closer to meeting
  identified needs
• Or, needs/expectations have become more aligned
  with PD offerings
• At-IHE sessions (Cyndy) have been very well
  received

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Focus on Exhibits

• During Year Three (this year), PNT2 activity has
  become increasingly focused on NHLI exhibit
  building
• Exhibit building has become the project for most
  participating IHEs and faculty
• For most participants, this represents a strong
  shift -- or focusing of activity -- from previous
  years

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• Exhibit creation -- DV creation in particular --
  has become the professional development focus for
  participants
• For those who have seen PNT2 as a professional
  development project, this has been a positive
  feature

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• Working on the exhibit has been helpful in
  raising the level of awareness of the faculty to
  this kind of toolIt is causing them to ask
  questions about how they can use the video
  camera and other technologies in their own
  teaching.
• I think they are learning some invaluable
  skills, not just technology skills. Lesson plans
  are required that have forced them to look at New
  Hampshire state standards and create new
  benchmarks for the entire district. They are
  looking at assessment in a different way.

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Focus Groups

• Seek information on the broad array of PNT2 goals
  and indicators

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In General

• Definition of technology integration
• Embedded in instruction
• Not technology for technologys sake
• Availability of technology resources
• More each year
• Common technologies
• Online instruction -- BB, WebCT, First Class --
  is becoming quite common
• Plus all of the expected stuff

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• Students are entering somewhat more proficient
  and are increasing proficiency while in programs
• Experience in the field varies, but in general,
  pre-service students rate their cooperating
  teachers/schools very low in terms of
  technologies available and technologies used.

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• Students are mixed as to their assessment of how
  well technology is used/integrated in their
  preservice programs.
• Most can credit some faculty with encouraging
  technology use
• PowerPoint, BB, WWW, SPED applications are the
  most common applications
• Trend still seems to be that technology is used
  and encouraged in some courses but not all.

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What Faculty Want

• Varies widely by IHE
• More support and recognition from their IHEs
  for the work that they are doing
• More time for professional development
• Professional development that is more tuned to
  specific faculty needs

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Scoring the Rubrics
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What Weve Learned

• or been reminded of!
• Each IHE is different
• Change is slow
• The process and products of change are impacted
  by individual context

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• So while each IHE has grown, that growth is
  measured by looking at where each has come from
• Overall, faculty are more technically literate
  and more technologies are being used within the
  instructional environment (some like BB are quite
  prevalent)
• Some IHEs have gone far in the curriculum
  mapping task while others have just started the
  journey after establishing their knowledge base

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So What Happens Next?

• If PNT2 were to continue, what would you want to
  see offered next?
• What would be the primary goal?
• What services offered?
• What structures at the IHE level?

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