Implementation of the Study of Teaching in the DoDDS - Germany Region

by Susanna W. Purnell, Robby Champion, Elizabeth Lewis

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In 1989, the Department of Defense Dependents Schools began implementing a staff development program intended to develop individual teachers professionally; train administrators to become more knowledgeable classroom observers; and most importantly, strengthen the collegiality among teachers and administrators. RAND evaluated the implementation of this program for three years, developing annual snapshots of progress at 12 schools in Germany. The results illustrate how difficult it is to sustain school-level change: Competing activities and programs often diverted attention; concern about a drawdown in the school system preoccupied some schools (as did events in the Middle East); and in many of the schools, the expectations did not include changing the school culture. Conversely, where schools expected a culture change and found ways to make other activities and initiatives complement the program, the program had a more sustained effect. The data underscored the extent to which implementation was influenced by a school's receptivity to change.

Table of Contents

  • Chapter 1

    Introduction

  • Chapter 2

    DODds and the Study of Teaching Program

  • Chapter 3

    Study Approach and Data Collection

  • Chapter 4

    Implementation in the Germany Region

  • Chapter 5

    Experience of TST Program Participants

  • Chapter 6

    TST Study Groups

  • Chapter 7

    The Promotion of Collegiality

  • Chapter 8

    Lessons Learned

  • Appendix A

    Number of School-Based Interviews

  • Appendix B

    School-Based Interview Questions

  • Appendix C

    Teacher Surveys

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