This chapter discusses the process of designing meaningful internal evaluation aimed to answer the question, “What is the relationship between teachers’ Mathematics Knowledge for Teaching (MKT) changes and TRC professional development experiences?” MSP guidelines require projects to report on teachers’ content knowledge, instructional change, and student achievement and the guidelines strongly encourage a scientific research design. However, most projects are led by individuals whose primary concern is the delivery of professional development and they possess limited research background. The TRC internal evaluation serves to support these projects by collecting data on the number of teachers served and professional development hours delivered as well as evaluating the project success in improving content knowledge, instruction, and student achievement.
Plowman Junk, D., & Telese, J. A. (2014). 4.7 Six Years Of Measuring Effects Of Professional Development On Mathematics Knowledge For Teaching: Reflections On The Process Of Evaluation. Initiatives in Mathematics and Science Education with Global Implications, 13.
Initiatives in mathematics and science education with global implications