Table 1.
Structure of the Modeling for Fidelity Professional Development Program.
Table 2.
Example from teacher scrapbook for Unit 2.
Figure 1.
How Modeling for Fidelity is used.
The process of curriculum implementation has three stages - ‘prepare’ ‘teach and ‘reflect’ that occur iteratively on a lesson, unit and module basis. Modeling for Fidelity support scaffolds are integrated into each stage as follows: The asynchronous online lesson plans and student workbooks are primarily used during preparation for teaching, while the teacher text is used during reflection after teaching to address student questions. The synchronous virtual mentorship interactions during contextualized content tutorials are used during initial preparation, while just-in-time support is used to field questions while the teacher is involved in teaching in the classroom. Finally the asynchronous live materials found in the teacher scrapbook, videos, discussion forum and news blog are all ways to connect with prior teachers' experiences.
Figure 2.
Grouped and paired comparison of individual student gains in conceptual knowledge inventory and problem solving skills relevant to neurological disorders.
Top panel: Student scores (%) following the ND conceptual content knowledge inventory and problem-solving skills pre- and post-tests plotted as mean (±) SD by school. The description of each school appears below. The panel on the left represents a school whose teacher experienced the intensive in-person professional development program we term ‘gold standard’. The three panels on the right indicate schools whose teachers had experienced the ‘Modeling for Fidelity’ professional development program. See Table 3 for numerical data. In each case the pre-post difference was significant p<0.0001, however there was no difference between any of the schools (ANOVA). Bottom panel: Student scores (%) following the ND conceptual content knowledge inventory and problem-solving skills pre- and post-tests plotted as mean (±) SD by school, disaggregated to show individual students' gains.
Table 3.
Conceptual knowledge inventory and problem solving skills.
Figure 3.
Grouped and paired comparison of individual student gains in attitude and self efficacy toward learning about neurological disorders.
Top panel: Student self-reported changes in attitude towards studying neurological disorders following a retrospective-pre/post Likert scale survey (54 points total) disaggregated to show individual students' gains. The description of each school appears below. The panel on the left represents a school whose teacher experienced the intensive in-person professional development program we term ‘gold standard’. The three panels on the right indicate schools whose teachers had experienced the ‘Modeling for Fidelity’ professional development program. See Table 4 for numerical data. Pre-post differences were measured by paired t test and were significant (p<0.0001), however there was no difference between any of the schools (ANOVA). Bottom panel: Student self-reported changes self-efficacy towards studying neurological disorders following a retrospective-pre/post Likert scale survey (54 points total) disaggregated to show individual students' gains. The description of each school appears below. The panel on the left represents a school whose teacher experienced the intensive in-person professional development program we term ‘gold standard’. The three panels on the right indicate schools whose teachers had experienced the ‘Modeling for Fidelity' professional development program. See Table 4 for numerical data. Pre-post differences were measured by paired t test and were significant (p<0.0001), however there was no difference between any of the schools (ANOVA)
Table 4.
Attitudes toward content.
Table 5.
Self-efficacy.
Table 6.
Within-teacher comparison.