Practice Areas

Principal and Teacher Professional Development


CEEP has worked with teachers, principals and central office administrators to assess the impact of professional development on knowledge, skills, classroom practices, and student achievement. Evaluations, utilizing site visits and surveys, have looked at curricula, training strategies and materials, as well as participant satisfaction in order to provide stakeholders with meaningful and valid reports. Selected evaluation programs include the following projects.

Evaluation of the Kentucky Math Coaching Program

Client: Kentucky Department of Education
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CEEP examined the implementation and impact of the Kentucky Center for Mathematics Coaching Program on professional development and student achievement with a specific emphasis on mathematics education. CEEP used a mix-methods approach using both existing and new qualitative and quantitative data to provide formative and summative evaluation. CEEP’s evaluation focused on implementation fidelity, participant learning, transfer of learning into classroom practice, and student achievement.

Alaska Administrator Coaching Project

Client: Alaska Administrator Coaching Project
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The Alaska Administrator Coaching Project (AACP) is a state-funded program that works with novice school leaders for the first two years of employment. Targeted coaching and focused professional development institutes are the major components of the program. Since 2009, AACP has contracted with CEEP to assist with several components of the project evaluation. Evaluation activities include a review of literature related to the leadership qualities in school superintendents at effective schools, development of leadership domains (functions/key characteristics) adapted into a protocol for superintendent self-evaluation, and site-visits/case studies of several principal participants throughout Alaska.

Miami-Dade TIF Project RISE

Client: Miami-Dade County Public Schools (M-DCPS)
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Miami-Dade County Public Schools (M-DCPS), the fourth largest school district in the nation, has been implementing an innovative five-year initiative at 36 high-need schools designed to increase teacher and administrator effectiveness and student achievement. Project RISE – Rewards and Incentives for School Educators – provides a comprehensive approach to jumpstart low performing schools by providing financial incentives and a support system necessary to create a climate of change and high expectations through learning communities, systems of mentoring, embedded professional development, and non-instructional planning time. CEEP’s evaluation methodology includes the following data collection techniques: background and extant data collection; teacher and principal surveys; key stakeholder interviews; site visits; and student achievement data.