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ARISE / Annotated Bibliography / Promoting STEM Teacher Reflection through Self-Evaluation

Promoting STEM Teacher Reflection through Self-Evaluation

Summary

Evaluators face serious challenges assessing the impact of teaching practice on student outcomes, such as for assessing the impact of grant-funded teacher training programs. To overcome these barriers, the evaluators of an NSF-funded teacher scholarship/fellowship program elected to coach teachers on conducting their own evaluations of student outcomes. To facilitate this process, we collaboratively developed templates and guidance for teachers’ measurement and reporting of student growth, provided training and technical assistance as teachers prepared student outcome data, and guided teachers in reflecting on results to improve their practice. The evaluators then aggregated the participating fellows’ student outcome reports to assess the program’s overall impact. We discuss challenges that prompted the approach, explain how we improved it over time, and reflect on strengths and shortcomings. Beyond contributing to summative program evaluation, this model for teacher self-evaluation enhanced participating teachers’ capacity for self-reflection and ability to continuously improve their teaching practice beyond the fellowship.

Authors

Steven W. Mumford, Kathryn Newcomer

Organization/Affiliation

University of New Orleans, George Washington University

Year

2019

Noyce Award Number

1240041

Grade Level

Graduate-level (initial teacher preparation), Graduate-level (preparation of individuals already holding a teaching certificate), High School (preparation to teach), Middle School (preparation to teach), Other

Discipline

General, Mathematics, Other, Science

Resource Type

Other

URL

https://scholarworks.uno.edu/ps_facpubs/8

Citation

Mumford, S. W., & Newcomer, K. (2019). Promoting STEM teacher reflection through self-evaluation. Political Science Faculty Publications, Paper 8. New Orleans, LA: University of New Orleans ScholarWorks. Accessed at https://scholarworks.uno.edu/ps_facpubs/8.

Content Focus

Assessment, Effectiveness of program graduates, Other, Pedagogy, Research methods, Retention of STEM teachers in high need school districts, Retention, Support, and Tracking of Graduates, Teacher candidate learning—pedagogy

This material is based upon work supported by the National Science Foundation (NSF) under Grant Numbers DUE- 2041597 and DUE-1548986. Any opinions, findings, interpretations, conclusions or recommendations expressed in this material are those of its authors and do not represent the views of the AAAS Board of Directors, the Council of AAAS, AAAS’ membership or the National Science Foundation.

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