Outcomes+Chart


 * Objective || Measurable Outcome ||Responsible Party|| Timeline || Evaluation Tool(s) ||
 * 1	Provide a model for effective multi-disciplinary classroom teaching employing authentic, problem-based learning scenarios that teachers will be expected to use with their students. || Participants will implement an authentic, problem-based learning scenario as modeled in the workshop. || Content Team: Karen High, Jean Dockers, Susan Stansberry, Rebecca Damron, Alonzo Peterson || 1.5.08-5.30.08 ||  Assessment rubric to evaluate lesson as part of Teacher Work Sample assessment||
 * 2	Assist teachers in becoming “highly qualified” by increasing their pedagogical content knowledge in multiple content areas. || Participants will increase their content knowledge in math and science by a mean score of two standard deviations. || Jean Dockers (math and science content); Pasha Antonenko (survey design, statistics) ||  1.5.08-5.30.08|| Participant pre-/post- content knowledge test||
 * 3	Increase teacher awareness of different types of instructional technologies and how to employ them appropriately in the classroom.|| As participants create their own authentic, PBL lessons, they will be asked to make decisions of integrating appropriate technologies for that lesson. Additionally, participants will report on technology integration in their TWS.|| Susan Stansberry||1.5.08-5.30.09 || Observation at workshop; TWS||
 * 4	Teachers, participating as learners, will solve engineering problems in a real world application format using math, science, reading literacy, information literacy, social studies, and instructional technology content and skills.|| Teachers will experience the application of content area knowledge to problem solving within an engineering context.|| Content Team|| || Observation of participation at workshop and follow-up sessions||
 * 5	Increase teacher experience and facility in using formative and summative assessment strategies to engage in data-driven decision making about student learning.|| Formative and summative assessment strategies will be discussed throughout the workshop, and participants will include in their TWS assessment of their own students’ learning and decisions made based on those assessment results. || Gayla Hudson || || Assessment section of TWS||
 * 6	Provide continuous support, outreach, and collaboration throughout the academic year to participating teachers via a virtual professional development website.	|| The project team will develop and maintain a web-based virtual learning community.||Susan Stansberry || || ||
 * 7	Cause a shift in teachers’ classroom pedagogy from a uni-disciplinary model to a multi-disciplinary model of problem-based learning in which student thinking is the key to student learning. || By participating as learners, teachers will experience model lessons taught in a multi-disciplinary, authentic, problem-based learning environment. They will be expected to implement this at their own schools.|| Content Team|| || Reflection piece of TWS||
 * 8	Share authentic, problem-based learning created by participants with other teachers through the K20 ALT project (http://k20alt.k20center.org)|| Each teacher will be asked to lead the design an authentic, problem-based learning lesson to be shared with other teachers through the K20 ALT project.|| Content Team and K20 ALT project|| ||Submission of lesson to the K20 ALT project website ||