Master Teacher Academy

East Dakota Educational Cooperative

Vickie Venhuizen & Janeen Outka

Participants

66 completed 2010 MTA cohort

70 completed 2011 MTA cohort

31 administrators and ESA staff participated in Balanced Leadership

MTA Goals Student Achievement Goal #1: Student Achievement will increase by 1% for the schools

participating in the June 2010 Master Teacher Academy based upon the Dakota STEP test from the spring of 2010 to the spring of 2011.

GOAL PARTIALLY MET

Reading scores in participating MTA schools decreased by 1% for all grades, but increased by 1% for grades 9-12. Students in MTA schools performed 4% better than the State Average for all grades, and 1% better than the state average for grades 9-12. Math scores in participating MTA schools decreased by 2% for all grades, but increased by 2% for grades 9-12. Students in MTA schools performed 4% better than the State Average for all grades, and 2% better than the state average for grades 9-12.

Science scores were unavailable at the time of this report.

  Reading – All Grades

Reading – Grades 9-12 Math – All Grades Math – Grades 9-12

Science – All Grades

Science – Grades 9-12

  2010 2011 2010 2011 2010 2011 2010 2011 2010 2011 2010 2011

Average of MTA Schools

20% 21% 30% 29% 17% 19% 30% 28% 23% 31%

STATE 23% 25% 30% 30% 23% 23% 31% 30% 27% 32%

MTA Goals Objective 1: 60% of the MTA grant participants will

indicate increased awareness of higher order thinking skills through communication as evidenced by classroom visits, coaching notes and documented responses to the on-line collaborative community questions.

OBJECTIVE EXCEEDED Based upon online collaborative community responses,

comments, and classroom visits, MTA participants indicated an increased awareness of higher order thinking skills as they relate to teaching and learning.

MTA Goals SA Goal #2: Based on the Dakota Step data, the number of

schools participating in the June 2010 MTA identified for school improvement will decrease by 1%.

– GOAL EXCEEDED

Of the 25 schools participating in the Master Teacher Academy, ten schools were identified for school improvement in 2010 (40%). Three of these schools made AYP and are no longer identified for improvement, a decrease of 12%.

2010 2011

School School Andes Central Elementary School (Level 1 – math,

Level 5 Reading) Brookings – Camelot Intermediate (Alert – Reading;

Alert - Math) Harrisburg Middle School (Alert- Math) Madison Central Middle School (Level 1 - Reading) Pierre – Georgia Morse Middle School (Level 3 –

Reading) Rapid City – Rapid Valley Elementary School (Alert -

Math) Sioux Falls Garfield (Level 3 – Math) Sioux Falls Hawthorne (Level 1 – Math) Sioux Falls Hayward (Level 3 - Math, Level 4 -

Reading) Sioux Falls Lincoln High School (Level 5 – Math)

Andes Central Elementary School (Level 2-math)

Brookings – Camelot (Level 1-reading) Harrisburg Middle School (Alert-reading, Level

1-math) Pierre – Georgia Morse Middle School (Alert-

math, Level 4-reading) Rapid City – Rapid Valley Elementary School

(Alert-reading, Level 1-math) Sioux Falls Hayward (Level 4-math, Level 4-

reading) Sioux Falls Lincoln High School (Level 5-math)

MTA Goals Objective 1: 60% of the MTA grant participants will

increase the adoption of 21st century tools in their instructional time as reported by teachers and measured by an SD DOE pre and post technology survey.

 GOAL EXCEEDED Based upon a pre- and post-survey, 38 teachers increased

their use of 21st century tools, 9 participants’ use of 21st century tools remained the same and 8 people self reported that their comfort level decreased. Of the 49 teachers eligible to increase their use of 21st century tools, 25 of the 49 (77.5%) increased their use of 21st century tools.

MTA Goals Objective 2: 60% of June 2010 MTA participants will

indicate an increased awareness in incorporating 21st century skills in teaching in a current context as evidenced by responses to the on-line collaborative community questions from the beginning to the end of the project.

OBJECTIVE EXCEEDED Based upon online collaborative community responses,

comments, and classroom visits, MTA participants indicated an increased awareness in incorporating 21st century skills in teaching in a current context as evidenced by responses to the on-line collaborative community questions from the beginning to the end of the project.

MTA Goals PD Goal #1: 50% of the June 2010 MTA participating

teachers will increase their level of technology integration by one stage as measured by SD DOE pre and post technology survey.

OBJECTIVE EXCEEDED - 25 of the 36 (69.4%) increased their comfort level.

Objective#1: 90% of June 2010 MTA participants will indicate an increased use of 21st century skills in their Project Based Learning unit, as measured by a team designed survey answered during the coaching visit.

OBJECTIVE NOT MET 24 of the 27 (88.8%) increased their use of 21st century skills in classroom lessons.

MTA Goals PD Goal #2: 80% of participating administrators

will increase their familiarity of 21st century skills as determined by SD DOE pre and post technology survey.

GOAL NOT MET - 4 of the 13 (30.7%) increased their familiarity of 21st century skills.

Objective 1: 60% of the MTA grant participants will indicate increased awareness of administrative support for teaching 21st century skills as evidenced by classroom visits, and coaching notes.

OBJECTIVE EXCEEDED - 63% (31 of 49)

MTA Goals PD Goal #3: 80% of participating MTA teachers will develop

an increased awareness of the 21st Century Framework in SD teachers as measured by the SD DOE pre and post technology survey.

 GOAL EXCEEDED- 35 of the 41 (85.3%) increased their awareness of the 21st Century Framework

Objective #1: 80% of participating teachers will increase their understanding of the 21st century skills and tools by participating in a 5 day MTA as measured by a pre and post survey. (MTA 2010) OBJECTIVE EXCEEDED- 40 of the 45 (88.8%)

Objective #2: 80% of participating teachers will increase their understanding of the 21st century skills and tools by participating in a 5 day MTA as measured by a pre and post survey. (MTA 2011) OBJECTIVE NOT MET (68.4%)

What activities helped you achieve project goals and objectives?

District/School Inservices Coaching visits Sharing Sessions

Evaluation What data was collected?

Survey data DSTEP scores Participant Reflections

What tools and processes did you use to collect the data? State survey (members.k12.sd.us) Data collected on-site (Edmodo, Ning & paper)

What were the measurable results? See goals/objectives report

Synopsis Successes Many (4,929 (+ Aug) teachers administrators have

more accurate knowledge about 21st century skills. 136 teachers have become teacher leaders within

their schools in regards to 21st century teaching and project based learning.

2010 MTA participants shared the MTA information with colleagues, impacting a larger number of South Dakota teachers and administrators.

Synopsis Unanticipated Outcomes Twenty-seven teachers increased their confidence level in

inquiry-based learning Twenty-two teachers increased their confidence level in

reflective practices Participating teachers changed how the students are

engaged in classroom activities - Twenty-seven teachers reported that they spent more time evaluating or defending their ideas or views

Participating teachers increased the amount of time students spend solving real world problems.

Participating administrators indicated a increased the amount of time students spend solving real world problems.

Synopsis Lessons learned

Administrative professional development was a challenge as local financial issues take priority

Advice Provide support for participants throughout the

year/process – Keep in close contact with them Encourage the participants to network and learn

from each other Start collecting data early & update throughout

the year

Thanks!