A Collaborative Evaluation of Programs to Prepare Highly Qualified Teachers

Abstract

Through the perspectives of a project director/principal investigator and external evaluator, this chapter explores the methods, strategies, and processes used to design and conduct ongoing, comprehensive evaluation of the Math and Science Teacher Initiatives at California State University, Dominguez Hills. Initiatives include an undergraduate program for students interested in STEM teaching careers, multiple alternative route programs to teacher certification in math and science and a fellowship program for master science teachers. Using a collaborative evaluation framework (O’Sullivan, 2004), the authors highlight the benefits of conducting multiprogram evaluation from a collaborative lens and describe the systematic processes used to engage stakeholders, from the design phase of the evaluation through data collection, analysis, and reporting of participant impact and outcomes. The strengths of the program and evaluation approach, along with specific strategies and methods utilized, will be explored. The chapter will conclude with challenges, lessons learned, and best practices, as well as implications for the field of teacher education and leadership within a STEM context.

Citation

Yee, P., Nee, A. and Hamdan, K. (2014), "A Collaborative Evaluation of Programs to Prepare Highly Qualified Teachers", Pathways to Excellence: Developing and Cultivating Leaders for the Classroom and Beyond (Advances in Educational Administration, Vol. 21), Emerald Group Publishing Limited, Leeds, pp. 259-273. https://doi.org/10.1108/S1479-366020140000021024