Professional Development Program Evaluation Survey
Appendix E – Questionnaire for Completers in Year 2Prepared by the University of Ch icago Survey LabProfessional Development ProgramEvaluation Survey
First are some questions about your enrollment in the program.1. Please rate each of the following as a reason you enrolled in the program1-3 MainreasonsA. You liked the idea of being in a program withcolleagues from your schoolB. To improve your math F. Free tuition123G. For your long-term career progress123H. For immediate application to teaching work123I. For math endorsement credit123123C. To meet teachers from other schoolsD. Other teachers at your school who were enrollingurged you to join themE. Your principal urged you to enrollJ. Other, please specify2. All teachers initially enrolled with others from their school. Which of the followingwas true for you?1You still had colleagues from your school during the entire program2All others dropped out leaving you as the only teacher from your school in the program3. Are any of the teachers with whom you first enrolled still at your current school?12YesNo4. As part of the program, you received guides to organize analysis of student math statussuch as the “math path” and ISAT Problem Solver guides, and charts to use to planyour instructional priorities. Please rate these materials below.Not at allA. Was it easy to use the guides?Very1234B. Did you find the use of the guideshelpful at the time?1234C. Do you still find the materials helpful?12342
As part of the program, a project facilitator made visits to each school to assist teachers withusing the program resources. The following questions ask for your evaluation of this aspectof the program.5. Did you get as much of the facilitator’s time as you needed?YesNo126. How helpful was the facilitator during the times you interacted?Not at allhelpful1Extremelyhelpful234Neverinteracted5-47. Did the facilitator’s work increase the value of the courses and materials?Yes, quite a bit1Yes, somewhat2No, the materials and courses would have been just as valuable3without the facilitator’s input8. What effect did the facilitator’s work have on cooperation among math teachersat your school?Created a new spirit of cooperationBoosted the existing “team spirit”Reinforced existing divisions or hierarchyCreated new divisiveness or hierarchyHad no effect123458A. Has that effect persisted until now?123YesNoNot applicable – you are notat that school any moreNow are some questions about the algebra courses that were part of the program.9. Please rate the algebra course instructor.Poor1Excellent23435
10. How much do you think the algebra courses Not at allA littleModeratelyVery muchA. Helped you learn your subject matter better?1234B. Provided you with teaching strategies?1234C. Linked you to a support group of teachers?1234D. Provided useful teaching resources?123411. Please rate your level of effort in the courses. Your honest response will help usdevelop realistic expectations for this type of program.NoneSomeHalfMostAllA. How much assigned homework did you do?12345B. How much homework did you turn in on time?1234512345C. How many class sessions did you miss?The program also included a course on assessment.13. Please rate the instructor for the assessment course.Poor12Excellent34514. How much do you think the assessment course Not at allA littleModeratelyVery muchA. Provided you with useful classroom strategies?1234B. Linked you to a support group of teachers?1234C. Increased your teaching effectiveness?1234Finally, we have some questions that ask you to assess the program overall.15. Please rate the value of the various aspects of the program below.LeastValuableA. Formative evaluation guidesMostValuable1234512345C. Student activity guides for problemsolving and writing about math12345D. Project facilitator visits12345E. Graduate courses in algebra (3 courses)12345F. Graduate course in assessment (1 course)12345B. Teaching guides4
16. To the best of your ability, please indicate whether the program prompted you touse the following teaching techniques more or less often or whether the programhad no effect on your use of these techniques.A lotlessDue to the program, do you use the following A littlelessThe same(no effect)A littlemoreA lotmoreA. Peer interaction teaching methods (peer tutors,peer coaching, pair students, study groups, groupprojects, etc.)B. Student-initiated cognitive and meta-cognitivetechniques (math journals, write out steps,draw pictures/diagrams of problem-solving process,students create own problems, etc.)C. Practice (students apply new skills to a variety of 234512345D. Teacher-interactive instruction (one-on-oneteaching, model problems for students, small groupinstruction)E. Teaching to multiple learning styles(manipulatives, models, visuals, technology)F. Reframing techniques (break problem intosmaller parts, fewer or simpler problems, re-stateproblem, re-teach lesson with different approach)G. Applications and practical examples (realworld applications, relate math to student’s lives,story problems, projects)H. Affective Domain (positive reinforcement, verbalencouragement and patience)I. Assessment (use oral as well as written exams, re-testing,look for error patterns)J. Teacher instruction of cognition (math path, flowcharts, teach students to “undo” problems, etc.)17. What are the most important things the program did for you?5
18. How, if at all, is the program continuing to have an impact on your teaching today?19. Would you encourage or discourage other teachers from taking part in similarprograms?Encourage1Discourage220. If you had it to do over again, would you still enroll?YesQ20A. Please rate the following as reasons you would do it again.11-3 MainreasonsSecondaryreasonsNotreasonsA group-building, bonding experience123with teachers inside your schoolA chance to communicate and share123ideas with teachers outside your schoolPractical value in the classroom123Credential for advancement123Increased own knowledge, skill123Other, please specify:2NoQ20B. Please rate the following as reasons you would not do it again.1-3 MainreasonsSecondaryreasonsNotreasonsDoesn’t fit in with school schedule12Too much work in general12Too stressful while working12Not helpful for teaching12Not challenging enough12Other, please specify:633333
21. Is there anything else you wanted to say about the program?THANK YOU for your assistance!Your cooperation helps us to evaluate and improve programs like these.Please return the survey in postage paid envelope provided.7
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As part of the program, a project facilitator made visits to each school to assist teachers with using the program resources. The following questions ask for your evaluation of this aspect of the program. 5 . Did you get as much of the facilitator’s time as you needed? Y 1 es N 2 o 6 . How helpful was the facilitator during the times you .
1. A recruitment survey (public survey) will be used to recruit subjects in the study. Public survey link. 2. If a participant agrees to participate, a demographic survey (private survey) will be sent to the participant to fill out. Automatic survey invitation. 3. Based on the answer in the demographic survey, the
Survey success! Organizational Culture First impression Feel Clean Organized Engaged Learning Comfortable Confidence Survey Management Today's discussion The interworking of the survey process Pre-survey Intra-survey Post-Survey 7 Accreditation Professional Orientation Program Confidential Information
Survey as a health service research method Study designs & surveys Survey sampling strategies Survey errors Survey modes/techniques . Part II (preliminary) Design and implementation of survey tools Survey planning and monitoring Analyzing survey da
new survey. Select one of those options to apply to your new survey form. 1)Create a new survey from scratch - will create a blank survey form that you can use to add your own questions 2)Copy an existing survey - can be used to create a copy of a survey form you have already created 3)Use a Survey Template - will allow you to select
After defining the needs of the Title I program in each of the evaluation areas, the evaluation team will convene to set goals for program improvement. Although needs were identified in all program evaluation areas in Step 4, evaluation teams are encouraged to select only 1-3 program evaluation areas for goal setting.
Page 3 CARRIED INTEREST AND COMPENSATION SURVEY 2014 CARRIED INTEREST & COMPENSATION SURVEY PRIVATE EQUITY PROFESSIONAL On the pages that follow you will find the results of Private Equity Professional's 2021 Carried Interest and Compensa on Survey. This is the fourteenth edi on of the survey which began in
POINT METHOD OF JOB EVALUATION -- 2 6 3 Bergmann, T. J., and Scarpello, V. G. (2001). Point schedule to method of job evaluation. In Compensation decision '. This is one making. New York, NY: Harcourt. f dollar . ' POINT METHOD OF JOB EVALUATION In the point method (also called point factor) of job evaluation, the organizationFile Size: 575KBPage Count: 12Explore further4 Different Types of Job Evaluation Methods - Workologyworkology.comPoint Method Job Evaluation Example Work - Chron.comwork.chron.comSAMPLE APPLICATION SCORING MATRIXwww.talent.wisc.eduSix Steps to Conducting a Job Analysis - OPM.govwww.opm.govJob Evaluation: Point Method - HR-Guidewww.hr-guide.comRecommended to you b
Section 2 Evaluation Essentials covers the nuts and bolts of 'how to do' evaluation including evaluation stages, evaluation questions, and a range of evaluation methods. Section 3 Evaluation Frameworks and Logic Models introduces logic models and how these form an integral part of the approach to planning and evaluation. It also
