Title: LANCET Makes an IMPACT
1LANCET Makes an IMPACT
- North Carolina Department of Public Instruction
- NC State University/Friday Institute for
Educational Innovation - SERVE Center at the University of North
Carolina-Greensboro - SETDA
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3EOG scores show stronger growth than comparison
schools
4IMPACT students caught up within one year
Effect significant at plt. 0001, controlling for
grade, race, exceptionality, Free/reduced lunch,
sex, absenteeism
5Reading Growth 2003-2005, by Grade
EOG growth from baseline to Year 2
Effect significant at plt. 05, controlling for
free/reduced lunch, race, exceptionality, sex,
absenteeism, parent education
6- Higher achievement in 20 technology skills
measured -
7Significantly more positive about working with
computers
8Student Use of Computers in Grades 3-5, 2004-05
9Teachers also grew significantly in their use of
and attitudes toward computers.
10Teacher Technology Skills (NETS-T)
Note Effects significant at p lt .0001.
Response options were 1 (not at all), 2
(minimally), 3 (confidently) and 4 (able to teach
others). Analyses controlled for sex and age.
11Teacher Outcomes (attitudes toward technology)
IMPACT teachers showed stronger change in
attitudes or more positive attitudes overall on
- Perceived utility of IT
- Email
- Internet
- Multimedia
- Productivity-teacher
- Productivity student
12Teachers Activities of Instruction, Year 1-
Year 3
Note All scales measured on a scale from 1
(never) to 6 (almost every day). Higher numbers
indicate higher frequency of behavior. Wilks
Lambda reported for F.
13Technology Facilitator models technology use
more often
14Media Center Usage
15The more transformational a leader is, the more
teachers improve their skills.
16Leadership Practices Inventory (LPI)
- Developed by Kouzes and Posner (1995)
- 30 question survey
- 10 point likert-scale responses (ranging from
1-almost never to 10- almost always) - 360 degree assessment
- Leader fills out a self-assessment
- 7 to 10 faculty/staff members fill out leader
ratings
17Five Qualities of Exemplary Leaders
- Challenging the Process willing to take risks
and question the status quo - Inspiring a Shared Vision setting a clear and
stimulating vision for others to buy into - Enabling Others to Act encouraging and engaging
in cooperative decision making - Modeling the Way matching actual practice to
stated values - Encouraging the Heart giving positive feedback
and recognizing others accomplishments -
Kouzes and Posner
(1995)
18IMPACT Leader Ratings
- IMPACT principals who were present for all three
years of the grant were rated more highly in Year
3 than in Year 1 on all 5 constructs. - These principals grew most in Challenging the
Process and Inspiring a Shared Vision.
19 Changes in Leadership Over Time
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21Leadership Team Ratings
- IMPACT Principals scored highest on Inspiring a
Shared Vision and lowest on Encouraging the
Heart. - Media Coordinators and Technology Facilitators
scored highest on Enabling Others to Act and
lowest on Inspiring a Shared Vision.
22Leadership Team Ratings
- On all 5 constructs, media coordinators
out-scored principals, in absolute terms. - On 4 of 5 constructs, technology facilitators
out-scored principals, in absolute terms. - These findings indicate that IMPACT teachers
value the leadership qualities of media
coordinators and technology facilitators, and
that these individuals are seen as better
leaders, in some respects, than school
principals.
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24Formative Evaluation
- Capacity for Applying Project Evaluation (CAPE)
- www.serve.org/evaluation/capacity/
25CAPE is
- A suite of resources, tools, and professional
development activities, designed to help
educators collect and use data to make decisions
that will help them improve the implementation
and impact of their technology projects.
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27CAPE Instruments and Protocols
- School Technology Needs Assessment (STNA)
- Professional Development Questionnaire (PDQ)
- Looking for Technology Integration (LoFTI)
drop-in protocol - Technology and School-Family-Community
Partnership survey
28School Technology Needs Assessment (STNA)
29Online STNA
- Repeated use indicates changing
needs over time - Used in about 200 schools to date, with more than
7914 respondents - Now in Version 3.0
30STNA Report
31Implementation
Note mF(13,425) 47.22, p lt .0001, ?2.59.
Response options ranged from 1 (strongly
disagree) to 5 (strongly agree).
32Teacher Retention
33Teacher Retention, by Type, Year 1-Year 3
Note significant at p lt .05
34Teacher Retention, By Years of Experience, Year
1-Year 3
Note Years in the profession was significant
(Odds Ratio 1.18, p lt .03), and IMPACT was a
near-significant trend (Odds Ratio 1.52, p lt
.07).
35For more information, contact Frances Bradburn
fbradbur_at_dpi.state.nc.us
- In compliance with federal laws, N C Public
Schools administers all state-operated
educational programs, employment activities and
admissions without discrimination because of
race, religion, national or ethnic origin, color,
age, military service, disability, or gender,
except where exemption is appropriate and allowed
by law.