Implementation and Sustainability of the New Tech Model for School Reform: Two Case Studies in Ohio

• In Event: Evaluation of a Multilevel Supported System Working to Implement Diverse Promising Educational Reform Programs

Abstract

Purpose
The purpose of this evaluation was to evaluate the implementation process, model impact, and sustainability of the New Tech Model in two Ohio schools through a multi-year case study. Funding for New Tech Model implementation at these sites was provided by Ohio’s Race to the Top Grant.

Theoretical Framework
The New Tech Network Model is a subsidiary of KnowledgeWorks. The model focuses on Project Based Learning, collaborative learning and movement toward a school culture of trust and responsibility. Technological components such as a one to one student computer ratio and utilization of an online learning management system (ECHO) are included in the model. Interdisciplinary, co-taught courses are key aspects of the model. School staff participate in professional development, both from the New Tech Network and from in-house training developed by the schools. The model indicates there should be a program director, but distributive leadership and collaboration among staff is necessary. The model also indicates the need for community engagement and involvement in student projects and mentorship.

Methods and Data Sources
New Tech Site 1 is a high school located in a city in Eastern Ohio and Site 2 is a high school located in a small city in Northwest Ohio. Over a two year period each site participated in interviews, focus groups, and classroom and staff observations. Interviewees included teachers, administrators, New Tech Model coaches, and an interview with the ESCCO coordinator for New Tech were performed. A review of grant applications was done for each site. An electronic survey was also sent to staff and teachers at each site from May to September of 2013.

Findings
Site 1 is continuing its partial school implementation while Site 2 continues a full school implementation even though grant funding has ceased. Both sites were able to create technology rich environments, integrate interdisciplinary PBL courses that were co-taught into curriculum, have varying levels of community engagement, and provide professional development to staff. Site 1 has reached a high level of implementation while Site 2 has reached a moderate level of implementation.

There is evidence that supports the growth of students’ oral communication skills, academic engagement, and responsibility. There is no indication that implementation of the New Tech Model increases standardized test scores, academic achievement, or student attendance. Successful aspects of implementation and necessary aspects for sustainability include buy-in from staff and students, the involvement of community partners, and funding for technological components and staff professional development. Hindering factors include a lack of buy-in from staff and students, misinformation or lack of information about the model to community members, a lack of professional development, staff turnover with the specific loss of program champions, and a lack of funding.

Scholarly Significance
A better, and necessary, understanding of the New Tech Model is garnered through this evaluation. This case study allows for a thorough examination of the New Tech Model, specifically its implementation and sustainability within schools.

Author

• Kathleen Carr, Strategic Research Group