ANI Administrative Post Professional Development Survey

Adult Numeracy Instruction

Program Administrator Post-Professional Development Survey—Continued

Participant Code:			Date:
Program Name (if applicable):

To learn something about your experience with the ANI Professional Development Program, we would appreciate your answers to the following questions. All answers are confidential.

Knowledge of Math Content

Please answer the following questions reflecting your opinions following the ANI Professional Development Program in which you have participated.

1. How comfortable are you with your level of knowledge about teaching the following math topics:

   	Not comfortable	Somewhat comfortable	Very comfortable
   Number and Operation Sense
   Patterns, Functions, and Algebra
   Geometry and Measurement
   Data, Statistics and Probability

2. After participating in the ANI Professional Development Program, how prepared do you feel to support teachers (e.g., providing resources, coaching, demonstrating lessons) in their use of the following teaching strategies?

	Not comfortable	Somewhat comfortable	Very comfortable	NA
Letting students lead the discussion and share their own strategies.
Facilitating groups so that students are comfortable talking to each other
Differentiating instruction for students with a range of abilities
Assigning writing activities in a math class
Teaching algebra concepts to someone who does not know her or his times tables
Teaching data and graphs to someone who does not know her or his whole number concepts
Teaching geometry and algebra concepts together
Having students work out answers together

Instructional Practices

3. How often do you think teachers should do the following in their math classes? (For each item, please mark the box that applies.)

   	Never or rarely	Sometimes	Usually
   Ask students to use textbooks to learn about math concepts.
   Have students write about the math they are learning.
   Give a lecture or presentation about a math concept.
   Have students complete worksheets.
   Assign homework.
   Review homework with students.
   Have whole class discussions.
   Have students give presentations.
   Have students decide how to solve problems or explore concepts on their own or in groups.
   Have students create their own problems to solve.
   Integrate math with other subjects.
   Conduct a pre-assessment to determine what students already know.

4. Below are some statements that represent approaches to and beliefs about teaching math. Please indicate the extent to which you agree or disagree with each statement about teaching math to adult learners after participating in the ANI Professional Development Program.

   	Disagree strongly	Disagree	Agree	Agree strongly
   Students MUST master whole numbers, fractions, and decimals before they tackle math content such as algebra and data analysis and statistics.
   It is difficult to find real-life applications of algebra that are meaningful to students’ lives.
   Drill and practice are the most effective ways to learn math.
   Students need to master fractions to pass the GED.
   The sequence of most GED and basic math workbooks is appropriate for teaching mathematics to adults.
   Comprehensive coverage of many topics is important, even if it means sacrificing in-depth study.
   Teachers should teach data analysis at the same time they teach basic math.
   Because of time, teachers should focus on teaching math procedures rather than the concepts.
   Teachers should begin to teach algebraic topics even to those who have not mastered the times tables.
   Teachers should be encouraged to have students at different levels work together.

5. Below are some sources that frequently influence teachers’ decisions about what to teach. Please indicate how influential each source will now be for you in deciding what math content to offer in your program.

	Little or no influence	Some influence	Strong influence
My students’ real life math demands
The GED test
The math workbooks/textbooks my program uses
The testing program (TABE, CASAS) in my state/district
My state’s ABE math standards

Support for Teaching

6. After participating in the ANI Professional Development Program, please indicate what kind of support you would like to provide to your teachers.

		Would like to provide more
Assistance in planning and developing lessons
Demonstration lessons
Classroom observations and feedback
Professional development sessions
Materials or other resources for use in the classroom
Coaching on specific instructional strategies
Dialogue among teachers about effective practices
Suggestions about how to teach underperforming students
Other (Specify):

Reflections on the ANI Professional Development Program

7. To what extent do you think that ANI helped with the following?

	Not at all	Somewhat	A lot
Helped program teams to develop good teaching plans
Provided information on what we need to do to improve our program
Engaged administrators in thinking about math instruction
Focused more attention on math instruction in adult education programs
Provided opportunities for teachers and administrators to discuss together issues of math instruction

8. To what extent did ANI accomplish the following?

   		Not at all	Somewhat	A lot
   Improved my math content knowledge in general
   Improved my knowledge of Number Operation Sense
   Improved my knowledge of Patterns, Functions, and Algebra
   Improved my knowledge of Geometry and Measurement
   Improved my knowledge of Data, Statistics, and Probability
   Increased my ability to help teachers who prepare students to pass the GED and meet their other goals
   Improved my ability to effect learner engagement with math in my programs’ classrooms
   Is likely to have a positive and lasting impact on classroom instruction in my program
   Provided training for teaching adults with special needs
   Included instruction in the use of formative assessment to inform classroom practices
   Other (Specify):

9. To what extent was ANI successful in each of the following?

	Not at all	Somewhat	A lot
Responsive to my professional development needs
Appropriate to my knowledge, skills, and interests
Provided opportunities to engage in activities that I will be able to adapt for classroom use
Was enjoyable and stimulating
Scope of the professional development was appropriate for the amount of time designated

10. In your opinion, what was of most value to you of the ANI professional development? What do you think was of least value?

    
    

    
    

    
    

    
    

11. In your opinion, what do you think was of most value to teachers who participated? What do you think was of least value to them?

    
    

    
    

    
    

    
    

12. Do you think that teacher participation in the ANI professional development will have an impact on instructional quality? Why or why not?

    
    

    
    

    
    

    
    

13. Do you think that teacher participation in the ANI professional development will have an impact on student achievement? Why or why not?

    
    

    
    

    
    

    
    

14. Were there any particular aspects of ANI that you feel should have been handled differently or could be improved? If so, please describe.

    
    

    
    

    
    

    
    

15. As a professional development program for adult education program administrators, how would you rate the ANI program? (Mark only one.)

Poor

Fair

Good

Very good

Excellent

16. Would you recommend ANI to your program administrator colleagues? (Mark only one.)

No

Not sure

Probably

Definitely

17. If you have any additional comments about ANI you think would be important for us to know, please write them in the space below.

Thank you for completing this survey.

This instrument has been adapted from a survey used in the TIAN – Teachers Investigating Adult Numeracy – Project at the Center for Literacy Studies at the University of Tennessee and TERC © 2006-2007. TIAN is partially funded by the National Science Foundation under Grant No. ESI-0455610. UT and TERC have provided consent for MPR to adapt the survey for the ANI field test.

Paperwork Burden Statement

According to the Paperwork reduction Act of 1995, no persons are required to respond to a collection of information unless such collection displays a valid OMB control number. The valid OMB control number for this information collection is 1830-XXXX. The time required to complete this information collection is estimated to average 20 minutes per response, including the time to review instructions, search existing data resources, gather the data needed and complete and review the information collection. If you have any comments concerning the accuracy of the time estimate(s) or suggestions for improving this form, please write to: U.S. Department of Education, Washington, D.C. 20202-4537. If you have comments or concerns regarding the status of your individual submission of this form, write directly to: U.S. Department of Education, _____________________Division, _________________ Unit, 400 Maryland Avenue, S.W., PCP Room _________, Washington D.C. 20202-2800.

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