LANCET Makes an IMPACT

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LANCET 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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EOG scores show stronger growth than comparison
schools
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IMPACT students caught up within one year
Effect significant at plt. 0001, controlling for
grade, race, exceptionality, Free/reduced lunch,
sex, absenteeism
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Reading 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
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• Higher achievement in 20 technology skills
  measured

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Significantly more positive about working with
computers
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Student Use of Computers in Grades 3-5, 2004-05
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Teachers also grew significantly in their use of
and attitudes toward computers.
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Teacher 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.
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Teacher 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

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Teachers 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.
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Technology Facilitator models technology use
more often
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Media Center Usage
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The more transformational a leader is, the more
teachers improve their skills.
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Leadership 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

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Five 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)

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IMPACT 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.

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Changes in Leadership Over Time
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Leadership 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.

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Leadership 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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Formative Evaluation

• Capacity for Applying Project Evaluation (CAPE)
• www.serve.org/evaluation/capacity/

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CAPE 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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CAPE 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

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School Technology Needs Assessment (STNA)
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Online STNA

• Bar graphs

• Repeated use indicates changing
  needs over time
• Used in about 200 schools to date, with more than
  7914 respondents
• Now in Version 3.0

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STNA Report
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Implementation
Note mF(13,425) 47.22, p lt .0001, ?2.59.
Response options ranged from 1 (strongly
disagree) to 5 (strongly agree).
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Teacher Retention
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Teacher Retention, by Type, Year 1-Year 3
Note significant at p lt .05
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Teacher 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).
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For 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.