New State Standards for Mathematics and Problem-based Learning

Evaluation Report

Zporal Tyson-Williams
Kaitlin Ward
Lauren Sinclair
Jessica Kirkland

FRIT 7237
Fall 2014
Georgia Southern University
December 2, 2014

The purpose of this chart is to address the implementation framework of the proposed professional development project for the
math teachers in Braxton County Schools. It addresses the main goal and objectives, along with the pertinent implementation
questions, data sources and methods of data collection. Through the various points of data collection, we will begin to understand
whether the program is being effective as possible.
The initial experience for this project consists of a five day professional development experience for teachers. This includes
visits to local businesses and small group activities where the participants interact with Great Southern University Faculty and external
consultants. These initial project activities have been selected based on supported research. They include several elements that are seen
as best practices for teacher professional development. The participants will create problem-based learning modules using knowledge
gained about mathematics in a business context. Once the modules are completed, teacher participants will implement the modules
with their students and conduct self-evaluations.
Participants for this program will be primarily teachers who will be teaching mathematics in elementary, middle, or high
school during the 2015-2016 school year who have been selected by the Braxton County Director of Professional Learning, and the
Program Director. The focus of the program will be on middle grades (6th-8th) mathematics teachers by the direction of the Braxton
County Director or Professional Learning, Ms. Carla Lawton.
The program director understands that not all educators will fully understand the objectives at the first 5-day workshop
completed during the summer. There will be two follow up meetings after the initial workshop, one meeting during midimplementation, and one at the end of the project.

PROGRAM / CURRICULUM
1. GOAL

Prepare teachers
to create and
utilize authentic,
mathematics
learning
experiences,
which
incorporate
NSSM and
available
instructional
technologies

2. OBJECTIVES

Objective 1
Create PBL
modules for
mathematics
based on
examples from
local businesses
and industries
Objective 2
Create PBL
modules, which
address NSSM
Objective 3
Integrate
available
instructional
technology into
PBL experiences
Objective 4
implement and
evaluate the
learning modules
created

3.
DESCRIPTION

This project
consists of a
professional
development
experience for
teachers which
includes a fiveday summer
workshop,
followed by a
period of
electronic
consultation.
Activities include
small group
activities,
interaction with
mathematics
content experts,
and group
learning

EVALUATION
4. QUESTIONS

5. SOURCE OF
DATA

P1: Were the

initial experience
and follow-up
activities
implemented as
planned?

GSU faculty
Director of
professional
learning

P2: What is the

quality of the
initial program
activities?

Teacher
participants
Administrat
ors
Evaluations

P3: Who are the

program
participants and
how were they
recruited?

P4: What is the

quality of follow
up and support
activities?

6. METHODS OF
DATA
COLLECTION
- record review or
audit
- observations
-

interview faculty
and director for
information on
participants and
the selection
process

focus groups
have participants
complete surveys
interview
participants for
on follow-up
support and
activities

GSU Faculty
Director of
professional
learning
administrato
rs
participants
Administrat
ors
Director of
professional
learning
Evaluations

have participants
complete surveys
observe activities

DATA COLLECTION SCHEDULE

Evaluation Plan Form
Project Director: Carlos Hedges, Ph.D.
Title of Project Proposal: New State Standards for Mathematics and Problem-based Learning
Data set
Obtain Consent
Interview GSU
Faculty

Date of collection
Fri., June 14

Instruments already
developed?
Yes

Data collected by:

Braxton County Director of Professional Learning

Yes

Braxton County Director of Professional Learning

Yes

Great Southern University Staff

Mon., June 17
Participants preprofessional
development survey
Observe
participants
Participants post
professional
development survey
Post Professional
development
interview
Analyze Data
Develop a report
Communicate
results and Make
recommendations
to stakeholders

Fri., June 21
June 25-June 29

Yes
Braxton County Director of Professional Learning

Mon., July 2

Yes

Fri., July 6
Dec 2015

No

Jan 2016
Jan 2016
Jan 2016

No
Yes
No

Braxton County Director of Professional Learning and

Great Southern Staff
Braxton County Director of Professional Learning and
Great Southern Staff
Braxton County Director of Professional Learning
Braxton County Director of Professional Learning
Braxton County Director of Professional Learning

After the 5 day workshop, teachers should be able to develop PBL modules that aligned with NSSM, showing appropriate use
of technology in modules, and a connection to local businesses to a great extent. The PBL modules created were based on information
teachers gathered while visiting with local businesses and industries. To assess the extent teaches were able to implement and evaluate
their modules, they should use action research and conduct self-evaluations. When implementing the modules the teachers should keep
close contact with project staff members updating them on the implementation process. Questions and concerns should be addressed
and discussed about the implementation process during the mid-implementation meeting.

Objective

Indicator

Data Source

1.
Create PBL Modules based on local Modules draw on content and processes from local
businesses and industries
businesses and industries

GSU faculty - observations

Teacher Participants - surveys

2.
Create PBL Modules addressing
NSSM

Module content, tasks, and assessments are aligned

with appropriate NSSM

Teacher Participants self-report

Administrators -Evaluations

3.
Integrate technology into PBL
experiences

PBL modules contain activities that effectively use

technology

Director of professional learning

Administrators
Teacher Participants -surveys

4.
Implement and evaluate PBL
Modules

Record of implementation
Record of self-evaluation

Teacher participants - Interviews

Administrators - Interviews
Director of professional learning