ERIC Number: ED252499
Record Type: RIE
Publication Date: 1984-Jul
Reference Count: 0
Evaluation of CoTEEP Field-Testing of Workshop-Seminar Series and Principles for Summative Evaluation, 1984.
A formative evaluation was made of the second phase of a Workshop-Seminar series which is part of a projected collaborative teacher education program involving the Richmond (Virginia) City Public Schools and Virginia Commonwealth University. The intent of the Collaborative Teacher Education Program (CoTEEP) is to develop a coherent program for teacher candidates progressing from observations, field placements, practica and clinical experiences to first year teaching. Inservice teachers are recognized as having a major role in the training of teacher candidates and in determining the direction and operation of the school-based activities for preservice teachers and of staff development activities as they relate to preservice education. The workshop-seminar series focused on priority areas for improving classroom teaching. This formative evaluation of the projected program delineates immediate and long-range planning needs, and develops general principles for the summative evaluation of the program. The evaluation design includes both qualitative and quantitative data obtained from a teacher questionnaire, consultant interview schedule, planning committee interview guide, participant-observation, program documents, and the project proposal. Appendices include the planning committee interview guide, the consultant's interview schedule, and the participant questionnaire. (JD)
Descriptors: Classroom Techniques, College School Cooperation, Formative Evaluation, Higher Education, Inservice Teacher Education, Needs Assessment, Preservice Teacher Education, Program Development, Program Evaluation, Student Teaching, Summative Evaluation, Teacher Attitudes, Teacher Participation, Teacher Workshops
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: Administrators; Practitioners
Sponsor: Virginia State Dept. of Education, Richmond.
Authoring Institution: Virginia Commonwealth Univ., Richmond. School of Education.