Trainer Evaluation Form

Considering Research
Here the trainers recertifying must TRACE the theory or problem from its roots to its present state. To do this, those recertifying must supply the links, the connections, and as much relevant information about its history as possible. Always, we must know 75% more than we present, even to our students.
For example: anything on writing as a process should begin with Janet Emig, follow with work done by Don Graves at all, into the new thoughts by Atwell, Calkins, and through what is appearing in NCTE and IRA journals now.
What will not do is a page or too cold from the Internet or a presentation of another’s presentation. (“This is what Dr. X shared in a recent workshop at XYZ school.“) nor his recertification a time to share the programs of others such as Marie Clay's Reading Recovery, CRISS, or 6 Traits. If another program is to be shared, take 6 Traits for example, the trainer much go back to Diederich, show how Abydos has used Diedricks analytics scale, take a look at other rubrics, investigate the difference between isolating six traits or having a broader field To assess what has been taught, reference other assessment tools, quote from Vicky spindles book creating riders, especially where she writes, “process comes first“ (132), and connect to all other related studies as well as to Abydos Literacy Learning in teaching writing and teaching the teaching of writing.
While all this cannot be shared in one hour, obviously, the research should be evident in the depth and breadth of the presentation as well as in the packet or hand out.

Types of Research
most scholars divide research into pure and applied. Pure or basic research is undertaken to determine facts about or to develop a theory about education without regard to application. These are searches for knowledge it for its own sake. People like Aristotle but 10, whitehead, and to duly come to mind. Applied research, on the other hand, aims at finding solutions to some practical difficulty in education. Often, because of its practical nature, this research is called “action“. Sometimes action research is further subdivided into inquiry, the quest for information: exploration, the examination or diagnosis of information; investigation, the observation or study of information. Under action or applied research, we find different types:
Begin bullet the case study, taking one or several students and studying them; begin bullet longitudinal lines, taking a group of students and following them over an extended period of time; control/experimental studies, very much like our original NJWPT research, where one group is taught something, and the other group isn’t and the results are of both are compared; surveys, where polls and information are gather directly from a source; one-group experimentation, using a single group of subjects, a GE. G. Students in rolled in one class, and testing before and after the experimental factor have been applied; various time-series experiments, benchmarks would fall into this category since they record changes at different periods of time; documentary research, this is the careful collection, analysis, and synthesis of the implications of available records relating to The topic.
— all research must be accurate and must attempt to get full attribution.
 
Please be objective. Circle the appropriate number. PLEASE WRITE SOME COMMENTARY IN EACH SPACE PROVIDED.

This information will NOT be shared with the trainer.
Type of Research: *
Presentation - Drop down *
 4321Comments (max 255 characters)
Knowledge of Subject (4-In-Depth to 1-Superficial)
Background Research (4-Extensive to 1-Sketchy)
Engagement (4-Appropriate to 1-Inappropriate)
Session Title (4-Accurate to 1-Inaccurate)
Session Description (4-Matches to 1-Does not match)
Current Research (Answer One)
 4321Comments (max 255 characters)
Pure Research (4-Raises new theory to 1-Summary of existing theory)
Applied Research (4-Establishes Support to 1-Does not establish)
Presentation *
 4321Comments (max 255 characters)
Effectiveness of Presenting Activity/Theory (4-Effective to 1-Ineffective)
Confidence of Presenter (4-At ease 1-Insecure)
Attitude (4-Pleasant/Positive to 1-Apathetic/Negative)
Bibliography (4-Accurate to 1-Confusing)
Materials (4-Apt/High Quality to 1-Inapt/Poor quality)
Appearance (4-Professional to 1-Not Professional)
Copyright/Scholarship Attribution (4-Proper credit to 1-Sloppy/No Credit)
Overall Effectiveness of Session (4-Effective to 1-Ineffective)