[Assessment 1537] Re: Getting staff used to using data

Share: Share on LinkedIn! Print page! More options

Archived Content Disclaimer

This page contains archived content from a LINCS email discussion list that closed in 2012. This content is not updated as part of LINCS’ ongoing website maintenance, and hyperlinks may be broken.

David J. Rosen DJRosen at theworld.com
Tue Dec 16 22:59:55 EST 2008

Hi Barry and others,

Of course, teachers who sign up for (voluntary?) PD might be the kind of teachers who actively seek solutions to teaching/learning problems. It may be that you are measuring the relationship between learners' retention and their teachers' motivation to solve classroom problems, not increased (or decreased) retention as a result of the professional development itself.

It is difficult to isolate variables in adult ed. One of the hardest to isolate is teacher training. I think the most promising way to measure impact of teacher training on learner outcomes is in a content or skills area where a control group has a teacher with little knowledge and no training in the area being measured and the experimental group has a teacher who gets specific teacher training (including training on content and skills for herself) in the area. Learning outcomes in that area are then measured and compared for both groups of learners.

Not perfect, of course, but it has potential. Numeracy and certain computer skills might be two such learning/teaching areas where a control group teacher does not have skills or knowledge and where an experimental group teacher gets specific training related to teaching numeracy or computer skills (such as student web page design, or using a classroom wiki or a blog to promote writing).

Has anyone tried an experiment like this?

David J. Rosen
djrosen at theworld.com
----- Original Message -----
From: Bakin, Barry
To: The Assessment Discussion List
Sent: Monday, December 15, 2008 7:20 PM
Subject: [Assessment 1533] Re: Getting staff used to using data

The attempt to correlate student attendance and retention with teacher participation in professional development is still in very preliminary stages and a professional statistician might say that we're going about it in the wrong way but one aspect of what is being discussed relates to a "retention" score being looked at that is derived from the total number of hours all students enrolled in a class could potentially have attended during a certain time period (if all of those students had attended every hour from the time they had enrolled to the time they left the course or the specified time period was reached) divided by the actual hours those same students attended. So let's say that some 42 students could have attended a maximum total of 3000 hours of class time during the time period being examined. The actual attendance of those students during that time period was 1500 hours. 1500 total actual hours divided by 3000 total possible hours gives a 50 percent figure. By doing the same calculation for every class offered, a division-wide "average retention" figure can be established for a particular type of class.

The idea is that by identifying teachers who have taken staff development courses, and then looking at their individual average retention figure "pre" and "post" training, the effect of the training on an individual teacher's retention might be demonstrated and in turn the effect on all teachers who have attended trainings as a group. I'm not sure what variables other than the training are being considered. Again, these ideas are all preliminary and experimental so they're not for wider dissemination. It would obviously be preferable to have a controlled double-blind study but that seems to be out of reach at the moment.



From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov] On Behalf Of Nancy R Faux/AC/VCU
Sent: Thursday, December 11, 2008 11:23 AM
To: The Assessment Discussion List
Subject: [Assessment 1521] Re: Getting staff used to using data

Hi Barry,

Could you please explain how you are correlating student attendance and retention with teacher participation in professional development, or the workshops that you offer? We are exploring ways of doing this, also.


Nancy R. Faux
ESOL Specialist
Virginia Adult Learning Resource Center
Virginia Commonwealth University
3600 W. Broad Street, Suite 669
Richmond, VA 23230-4930
nfaux at vcu.edu

"Bakin, Barry" <barry.bakin at lausd.net>
Sent by: assessment-bounces at nifl.gov

12/11/2008 12:21 PM

Please respond to
The Assessment Discussion List <assessment at nifl.gov>

"The Assessment Discussion List" <assessment at nifl.gov>


[Assessment 1510] Re: Getting staff used to using data

Data is not just for classroom instructional staff to analyze. Our staff meeting yesterday(of teacher trainers responsible for staff development)focused on using attendance and ADA statistics collected since 1999 as a way to determine whether or not our team's staff development efforts over the last several years has resulted in increases in student attendance and retention by students whose teachers have taken staff development workshops. We have an immediate and pressing interest for doing so, as expected district-wide budget shortfalls of millions of dollars are leading some at the district level to advocate for the elimination of staff-development programs in the coming year. We obviously feel that teachers who improve their skills will retain students better than those who don't, but we'd like to be able to point to data that demonstrates that.

Barry Bakin
ESL Teacher Adviser
Division of Adult and Career Education
Los Angeles Unified School District
National Institute for Literacy
Assessment mailing list
Assessment at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/assessment
Email delivered to nfaux at vcu.edu


National Institute for Literacy
Assessment mailing list
Assessment at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/assessment
Email delivered to djrosen at theworld.com
-------------- next part --------------
An HTML attachment was scrubbed...
URL: http://lincs.ed.gov/pipermail/assessment/attachments/20081216/3866f4b7/attachment.html