MCLASS: READING 3D : AN ASSESSMENT OF THE IMPACT OF CONTINUOUS AND ONGOING PROFESSIONAL STAFF DEVELOPMENT

Abstract

The purpose of this program evaluation was to explore the relationship that exists between the history of reading instruction, the impact of mClass: Reading 3D on student achievement in second grade, and the impact of quality professional development through a program evaluation. Data from this study will be used to inform the implementation process of mClass: Reading 3D that may have a positive impact on students’ reading achievement. A descriptive study using both qualitative and quantitative data collection was used to address the research question. Data were collected from teacher surveys, educational administrators, transformational/ instructional coaches, and student test scores to determine the impact of mClass: Reading 3D on student reading achievement in second grade. The findings for this study indicated that mClass: Reading 3D has had a somewhat positive impact in the areas of professional development, reading achievement, and utilization of data to drive instruction. Although the findings of this study were somewhat positive, the data are not being utilized to their full potential. The findings suggest that there is a need for specific and ongoing professional development to improve the overall effectiveness and implementation of the program. The staff development should not be limited to teachers and principals, but should include teacher assistants, parents and community members. Recommendations are included to improve the implementation process of mClass: Reading 3D as it pertains to staff development.