Training Observation Summary

TEACHING AMERICAN HISTORY

TRAINING OBSERVATION SUMMARY

Summer, 2009

Training Overview

Grantee:

City, State:

Location of training: Date(s) of visit:

Title of session:

Length of session (minutes):

Provider of session:____________________________________________

Part of a series: Y / N Total number of sessions in series:

Total duration of activity (in hours):

Observation times: Start: End:________

Format: _____ summer institute _____ conference/symposium

_____ workshop _____ on-campus college/university course

_____ distance learning

_____ other (please describe):

Site (school, college campus, etc):

Materials used:

Collected artifacts:

Documents analyzed:

About the participants

Number of participants:

Grade levels taught by teacher participants: K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12

Other characteristics observed about teacher participants:

Observed activity in each category (record approximate minutes)

_____ Whole-class, provider-led activity (please indicate):

_____ Professor _____ Master teacher

_____ Curriculum expert _____ Historical association representative

_____ Librarian _____ Museum educator or curator

_____ Technical assistance center representative

_____ Whole-class, participant-led activity

_____ Small group or pair activity

_____ Individual activity

Other characteristics of observed activity:

Level of engagement of teachers: ____ low _____ medium _____high _____very high

Characteristics of Training Content

	Observed	Not observed	Insufficient evidence
NAEP Chronological Periods
Three Worlds and Their Meeting In The Americas (Beginnings to 1607)
Colonization, Settlement, and Communities (1607 to 1763)
The Revolution and the New Nation (1763-1815)
Expansion and Reform (1801 to 1861)
Crisis of the Union: Civil War and Reconstruction (1850 to 1877)
The Development of Modern America (1865 to 1920)
Modern America and the World Wars (1914 to 1945)
Contemporary America (1945 to Present)
Cross-Cutting Themes (Presented Chronologically)
Immigration in the Growth of America
Technological Changes that have Impacted Society
The Constitution in a Changing America
America Foreign Policy in a Changing World
Other:

Characteristics of Professional Development Observed

	Observed		Not observed	Insufficient evidence
Activity emphasizes collective participation…
…of groups of teachers from same school
…of groups of teachers from same grade level
… in other ways (specify)
Activity is content-focused
...through lecture based on trainer notes or textbook
…through examination of source/authentic documents
…through use of multi-media (video, internet, etc.)
…through examination of multiple materials
…by modeling or discussing historical thinking
…in other ways (specify)
Activity offers opportunities for active learning (i.e., meaningful analysis of teaching and learning)
… by engaging teachers in the discussion of complex issues or use of historical thinking in large groups
…by engaging teachers in the discussion of complex issues, or use of historical thinking in small groups
…through teacher-developed historical presentations
…through teacher-led discussions
….by including discussion of classroom implementation
…by providing teachers with the opportunity to plan how new curriculum materials and teaching methods will be used in the classroom.
…through the opportunity to observe expert teachers
…by providing teachers with the opportunity to be observed teaching/presenting model lessons
… through review of student work in the topic areas
…through discussion of ways to create lesson plans from the content material being presented … in other ways (specify)
Activity promotes coherence in professional development
… by actively encouraging follow-up communication among teachers
… by incorporating experiences that are consistent with teachers’ expressed goals and student needs
… by aligning with state standards
… by recognizing and building on individual teachers’ knowledge and experience
… by sustaining training over time, with ample participant follow-up and teacher support
… by providing the resources needed by teachers to make changes in the classroom (e.g., time and materials)
… by providing classroom-based follow-up (e.g., in-class coaching, observation, model lessons)
… in other ways (specify)

Other observations and notes:

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