APPENDIX B
TEACHERS' CUMULATIVE EVALUATION OF MINI-SABBATICAL

APPENDIX BTEACHERS' CUMULATIVE EVALUATION OF MINI-SABBATICAL

APPENDIX B
TEACHERS' CUMULATIVE EVALUATION OF MINI-SABBATICAL

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Name: _____________________________________ Teacher ID Number: __________________________________

Learning the Classrooms that Work Model: The conceptual framework on which the design and coaching activities of the mini-sabbatical depended were derived from RAND research on "classrooms that work." Please evaluate the usefulness of the following activities for helping you understand this research:

		Not at all helpful				Very helpful
A.	Reading the "Classrooms that Work" report (Summary and Chapter 3)	1	2	3	4	5
B.	Presentation and briefing slides (e.g., Mr. Price's English vs. landscape classes)	1	2	3	4	5
C.	Zulu Love Letter Pin and discussion	1	2	3	4	5
D.	Case studies and discussion ("Jigsaw" format)	1	2	3	4	5
E.	"Cognitive Apprenticeship" reading (AFT article)	1	2	3	4	5
F.	"Five Traits of Good Teaching" article, discussion	1	2	3	4	5
G.	Journal entry ("Write a letter to your colleague")	1	2	3	4	5
H.	Coaching from and discussions with your peers	1	2	3	4	5
I.	Coaching from and discussions with project staff	1	2	3	4	5

Worksite Observations: Please evaluate the usefulness of the following activities in preparing you for worksite observations during Week 2:

How helpful were the following activities in helping you complete and summarize the observations of Week 2?

Not at all
helpful



Very
helpful

D. Phone conversation with staff on first
day
1
2
3
4
5
E. Coaching/assistance from staff
1
2
3
4
5
F. Midweek day of debriefing and writing
at RAND
1
2
3
4
5
G. Writing fieldnotes
1
2
3
4
5
H. Writing the "authentic practice summary"
1
2
3
4
5
I. Journal entries related to fieldwork
1
2
3
4
5

Curriculum Design: Please evaluate the helpfulness of the following activities and resources during the two weeks of instructional design:

		Not at all helpful				Very helpful
A.	Presentation on approaches to designing curriculum (Module 2 materials on thematic vs. integrated curriculum)	1	2	3	4	5
B.	Presentation on assessment	1	2	3	4	5
C.	Coaching/discussions with peers	1	2	3	4	5
D.	Coaching/discussions with project staff	1	2	3	4	5
E.	First presentation of curriculum design (at RAND) and peer review	1	2	3	4	5
F.	Second presentation of curriculum design	1	2	3	4	5
G.	Resources at RAND: computer, Internet	1	2	3	4	5
H.	Resources at RAND: materials (e.g., xeroxing, supplies)	1	2	3	4	5
I.	Journal entries related to design work	1	2	3	4	5

Summer School: Please evaluate the usefulness of the following activities and resources for helping you with the implementation of your instructional design and with experimentation with teaching methods:

		Not at all helpful				Very helpful
A.	Videotaping and discussion	1	2	3	4	5
B.	Coaching/discussions with peers	1	2	3	4	5
C.	Coaching/discussions with project staff	1	2	3	4	5
D.	Preparing for final presentation	1	2	3	4	5
E.	Journal entries related to teaching and implementation	1	2	3	4	5
F.	Presentation and discussion related to Action Research	1	2	3	4	5

5A.	What are the most important ways in which your professional practice changed in the course of the mini-sabbatical?
5B.	For each of the changes identified above, what do you think were the critical moments or experiences during the mini-sabbatical that contributed to this change?
5C.	In retrospect, what might have helped you accomplish the changes you achieved more easily or what might have enabled you to make additional changes that you hoped for?
5D.	What is the likelihood that you will incorporate these changes (if you made any) into your day-to-day professional practice?
5E.	Generally, is there anything else the project staff (and, indirectly, the project's funders) should know about designing and implementing a professional development activity such as the mini-sabbatical?

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		Not at all helpful				Very helpful
D.	Phone conversation with staff on first day	1	2	3	4	5
E.	Coaching/assistance from staff	1	2	3	4	5
F.	Midweek day of debriefing and writing at RAND	1	2	3	4	5
G.	Writing fieldnotes	1	2	3	4	5
H.	Writing the "authentic practice summary"	1	2	3	4	5
I.	Journal entries related to fieldwork	1	2	3	4	5

Not at all
helpful

Very
helpful

Presentation on observation methods

Practice observation at RAND and discussion

(MTA only) Group meeting with
mentors