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ERIC Number: ED380305
Record Type: Non-Journal
Publication Date: 1993-Nov
Pages: 41
Abstractor: N/A
Reference Count: N/A
Profiling Teacher Development Programs: An Approach to Formative Evaluation. Profiling Series.
National Center for Improving Science Education, Washington, DC.
This booklet is second in a series of guides for formative evaluation of education programs. The guide represents a joint project to develop and implement a system for ongoing formative and summative evaluation of the Department of Energy's (DOE) programs to improve precollege mathematics and science education. The guide focuses on the use of the "Template for Teacher Development Programs," which allows for the description of a program and for comparison of that program to best practice. The template identifies what research and experience have been found to work, and is the key tool in the first phase of evaluation of DOE precollege education programs, called "program profiling." Section I covers the development of templates, anatomy of a template, guidelines for use of the template, summarizing the results of the profiling process, and sample questions for profiling teacher development programs. Section II contains the Template for Teacher Development Programs and descriptive and context information. Section III provides operational definitions to clarify the following components and subcomponents of the Template: program administration, vision for the classroom, teacher development program activities, follow-up, teacher leadership, program evaluation, and descriptive and context information. Section IV contains 19 references to research. (LZ)
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Department of Energy, Washington, DC.
Authoring Institution: National Center for Improving Science Education, Washington, DC.