This paper describes how both the Utilization-Focused Evaluation and Theory-Driven Evaluation frameworks were used concurrently to design evaluation methods that were effective for assessing the impact of a dynamic teacher leadership program. The evaluation is specifically situated within the context of a Robert Noyce Scholarship Program, which aimed to grow veteran science teachers into teacher leaders. The paper describes how the evaluation frameworks used guided the evaluation methods, provides illustrative evaluation results, and states lessons learned from the author’s experiences working within this context. This paper aims to provide an example of evaluation methods that could be replicated by evaluators’ working within a Noyce or teacher leadership context.
Georgia Institute of Technology, University of Kentucky, Middle Tennessee State University
Noyce Award Number1758342
Alemdar, M., Cappelli, C.J., Criswell, B.A., & Rushton, G.T. (2018). Evaluation of a Noyce Program: Development of Teacher Leaders in STEM Education. Science Director: Evaluation and Program Planning 71, 1-11.