Final Report to the U.S. Department of Defense on the Defense Reinvestment Initiative (1999) / Chapter Skim
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D-External Evaluator's Final Report
D-External Evaluator's Final Report
Pages 46-57
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APPENDIX D External Evaluator's Final Report 46
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Nyre, Ph.D. Evaluation Consultant December 3l, 1998 47
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The thorough and impeccable records manned by the DR! program office, the willingness of CSUlB project director and the mathematics and education professors to discuss issues with me, and the teachers and administrators at the schools who spoke with me during my many site visits to their campuses made my job both easier and enjoyable.
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· Four annual written evaluation reports were submitted, as well as this final report.
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Of the non-completers, one had health problems that precluded his continuance; one received several negative reviews from schools to which he was assigned during the classroom observation and cooperative teaching phases of the program, and was asked to leave; and one led voluntarily after expenenc~ng repeated difficulties dealing with what some might cat the "second-class stems" of being a student again after having held an executive-level position in private industry. PIncen~ent Rate AR 12 of the DR!
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Their most Sequent answers were as follows: . The Standards Support Hem the DRI Program Office; Their gradual immersion into teaching through the sequential observation, cooperative teaching, and student teaching phases; Ad Their early and continuous exposure to the types of schools in which they would eventually work, and to the types of students they would be teaching.
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There is a good now of pedagogical, content and student exercise and activity information and materials among the fellows themselves. As reported in the 1 995 Annual Evaluation Report, based on interviews and a survey as the fellows had just completed their first summer session and were two months into the fall semester of their thirteen-month formal training program, they "only moderately endorse reform learning, and are not confident that they understand how to carry it out." That same report found that 40 percent of the fellows "have negative attitudes about the teaching methods endorsed by state and national reform standards," and also commented on their "cyr~cism" and "decreasing enthusiasm" for reform methods.
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Hindsight Near the end of the four yews, the fellows were asl~ed the following question: "Knowing what you knew now, if you could go back to your college days and start over again, would you chose to become a teacher? " All but one said either "absolutely yes" or "yes." The remaining one selected the option "possibly," and subsequently opted to teach in an environment other than the middle and high school level.
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Some fellows are in schools that have excellent support -systems for innovative instruction; (ink is in a school that divides instructional time into three distinct block-class periods per day, with each consisting of almost two hours, thus allowing him more tune for hands-on activities; one is teaching in a school In which he spent much of his DRT trmn~ng time, and, according to his department chair, was viewed as a "fixture" In the mathematics department for more than a year before being hired; four others are enjoying teaching integrated mathematics classes; one alas asked by a special magnet program in his school to develop and teach their specially-focused mathematics course; and another is In a school that provides stipends for participation in four-~eelc summer courses for curriculum and professional development. Principals, department chairs and fellow teachers have pointed out that new teachers who have been through more traditional preparation programs typically have more problems dealing with the "routine" of schooling, interacting with today's multicultural and multi-talented students, and becoming active participants in the school and surrounding community.
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The DRI Program Office was viewed by the fellows as one of the most important elements of the program bringing general program advocacy, "troubleshooting," and individual support to bear as needed. As one of the fellows said in a group interview, with the others concubine "Dr.
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2. Given the tremendous anxiety created among the fellows, and the hurdles that were encountered by the need to pass subject matter examinations in order to obtain a filll credential, consideration should be given to enacting at least one of the following suggestions to mitigate this problem: Applicants should provide evidence of passing any tests required for this purpose in advance; Applicants should be required to take a "predictiven test to determine their l~nowledge of the subject as it is currently being taught and/or will be presented in such examinations; Applicants should be required to take a diagnostic test so that targeting tutoring can be provided to meet their needs; and/or General subject-matter tutoring and specialized coaching should be a built-in component of the program.
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Partner expectations, roles and responsibilities should be detailed, and lines and methods of communication spelled out and agreed to prior to the fellows' initial visits to the schools. College personnel involved with the program should maintain a close working relationship with school personnel, and visit the schools and classrooms throughout the observation and cooperative teaching phases of the program, in addition to the student teaching phase.
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