Evaluation
We view formative evaluation as a critical aspect in the design of a complex
project such as the one we are undertaking. Evaluation data will be collected
for all program activities and used to ensure that the program meets participants’
needs and to continually improve the program design and delivery.
TERC will have primary responsibility for the evaluation of each of the program
activities described above. We will:
- Evaluate individual events. The organizers of each event will be
responsible for working with the evaluators to define measurable outcomes,
based on the goals of the specific event and the general goals of the project.
The evaluators will develop the evaluation instruments, collect the data,
interpret it, and provide rapid feedback to the planning committee.
- Evaluate impact broadly. We will measure our impact across the widest
range of participating districts. Using pre- and post-surveys, along with
follow-up interviews of a sample of participants, we will collect data to
answer questions such as: When a superintendent or principal attends a MA-TLC
event, what is the direct impact (e.g., changes in his/her leadership in the
district or school)? What is the indirect impact (e.g., further engagement
by the district or school in other professional development activities; evidence
of changed discourse among superintendents and principals )? Similarly, we
will look at the cumulative impact in districts of the superintendents’
and principals’ overall participation in MA-TLC activities.
- Evaluate impact in depth. The evaluators will create case studies
through in-depth analyses of 4 to 6 schools and/or districts, tracking the
interaction with MA-TLC activities through the full span of the project. We
are interested in what motivates participation in the project, the impact
of the program activities on individual participants, how their leadership
practices and personal use of technology changes, and what additional support
they need.
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