Evaluating Professional Development, Volume 1This book illustrates how to ask the right questions to effectively measure professional development; understand the dynamic nature of professional development; identify what contributes to improved student learning; and demonstrate results and accountability. The evaluation processes and tools recommended in this book acknowledge that if staff development is to improve student learning, many levels of change are required, each with its own particular evaluation challenges. The book asks and answers significant questions and provides specific recommendations for future action. After an introduction that examines why professional development and evaluation are so important, there are nine chapters: (1) "What is Professional Development?"; (2) "What is Evaluation?"; (3) "Practical Guidelines for Evaluating Professional Development"; (4) "Level 1: Participants' Reactions"; (5) "Level 2: Participants' Learning"; (6) "Level 3: Organization Support and Change"; (7) "Level 4: Participants' Use of New Knowledge and Skills"; (8) "Level 5: Student Learning Outcomes"; and (9) "Presenting Evaluation Results." There are reflective questions at the end of each chapter along with sample evaluation forms, checklists, and helpful hints. (Contains approximately 290 references.) (SM) |
Contents
INTRODUCTION | 1 |
CHAPTER 1 WHAT IS PROFESSIONAL DEVELOPMENT? | 14 |
CHAPTER 2 WHAT IS EVALUATION? | 40 |
CHAPTER 3 PRACTICAL GUIDELINES FOR EVALUATING PROFESSIONAL DEVELOPMENT | 67 |
PARTICIPANTS REACTIONS | 94 |
PARTICIPANTSLEARNING | 121 |
ORGANIZATION SUPPORT AND CHANGE | 149 |
PARTICIPANTS USEOF NEW KNOWLEDGE AND SKILLS | 178 |
STUDENT LEARNING OUTCOMES | 207 |
CHAPTER 9 PRESENTING EVALUATION RESULTS | 248 |
| 277 | |
AUTHOR INDEX | 297 |
| 301 | |
Other editions - View all
Common terms and phrases
achievement administrators Albert Einstein appropriate asked Author's Note behaviors chapter classroom comparison groups consider context cooperative learning curriculum described designed determine devel educators evaluating professional development evaluation forms evaluation model evaluation report evaluation results evidence example fessional development focus focus groups focused follow-up formative evaluations gathering information Guskey identify important improvements in student individuals information on participants interviews involved issues knowledge and skills levels mastery learning meaningful measures Memorable Quote ment mentation methods observations offer opment organization support organizational portfolios practices problems procedures profes professional development activities professional development efforts professional development endeavors professional development evaluation professional development experience professional development programs program or activity programs and activities psychomotor learning questionnaires reflective journals relevant requires rience session sional development specific staff development stakeholders standards strategies structured student learning outcomes success support and change teachers teaching tion tive typically valid velopment