Evaluating Professional Development

This is a practical guide to evaluating professional development programs at five increasing levels of sophistication: participants' reaction to professional development; how much participants learned; evaluating organizational support and change; how participants use their new knowledge and skills; and improvements in student learning.

Foreword

ix

Dennis Sparks

Acknowledgments

xv

About the Author

xix

Introduction

1

(2)

Why Is Professional Development Important?

3

(2)

Why Is Evaluation Important?

5

(3)

Why Are So Many Evaluations of Professional Development Inadequate?

8

(2)

What Issues Will We Not Address?

10

(1)

What Issues Will We Address?

11

(2)

Questions for Reflection

13

(1)

What Is Professional Development?

14

(26)

What Is Professional Development?

16

(6)

What Are the Various Models of Professional Development, and What Are Their Advantages and Shortcomings?

22

(7)

What Implementation Designs Work Best?

29

(3)

What Makes Professional Development Effective?

32

(4)

What Are the Principles of Effective Professional Development?

36

(2)

Conclusion

38

(1)

Questions for Reflection

39

(1)

What Is Evaluation?

40

(27)

What Is Evaluation?

41

(3)

How Does Evaluation Differ From Other, Related Activities?

44

(4)

What Are the Principal Models of Evaluation?

48

(8)

What Are the Purposes of Evaluation?

56

(4)

What Are the Standards for Good Evaluations?

60

(5)

Questions for Reflection

65

(2)

Practical Guidelines for Evaluating Professional Development

67

(27)

How Should We Begin Thinking About Professional Development Evaluation?

69

(2)

What Is the Relationship Between Professional Development and Improvements in Student Learning?

71

(7)

What Are the Critical Levels of Professional Development Evaluation?

78

(8)

What Is the Difference Between Evidence and Proof?

86

(2)

What Are the Practical Guidelines for Evaluating Professional Development?

88

(4)

Summary

92

(1)

Questions for Reflection

93

(1)

Level 1: Participants' Reactions

94

(27)

What Questions Are Addressed?

95

(4)

How Will the Information Be Gathered?

99

(16)

What Is Measured or Assessed?

115

(2)

How Will the Information Be Used?

117

(2)

Questions for Reflection

119

(2)

Level 2: Participants' Learning

121

(28)

Why Is It Important to Assess. Participants' Learning?

122

(1)

What Questions Are Addressed?

123

(1)

What Types of Learning Are Assessed?

124

(2)

How Will the Information Be Gathered?

126

(20)

What Is Measured or Assessed?

146

(1)

How Will the Information Be Used?

147

(1)

Questions for Reflection

148

(1)

Level 3: Organization Support and Change

149

(29)

Why Is It Important to Assess Organization Support and Change?

150

(2)

What Questions Are Addressed?

152

(14)

How Will the Information Be Gathered?

166

(7)

What Is Measured or Assessed?

173

(2)

How Will the Information Be Used?

175

(1)

Questions for Reflection

176

(2)

Level 4: Participants' Use of New Knowledge and Skills

178

(29)

Why Is It Important to Assess Participants' Use of New Knowledge and Skills?

180

(2)

What Questions Are Addressed at This Level?

182

(6)

How Will the Information Be Gathered?

188

(15)

What Is Measured or Assessed?

203

(2)

How Will the Information Be Used?

205

(1)

Questions for Reflection

205

(2)

Level 5: Student Learning Outcomes

207

(41)

Why Is It Important to Assess Student Learning Outcomes?

209

(1)

What Questions Are Addressed?

210

(2)

What Types of Learning Are Assessed?

212

(2)

How Will the Information Be Gathered?

214

(21)

What Other Assessment Issues Should Be Considered?

235

(10)

What Is Measured or Assessed?

245

(1)

How Will the Information Be Used?

245

(1)

Questions for Reflection

246

(2)

Presenting Evaluation Results

248

(29)

How Do We Begin the Evaluation Process?

250

(2)

What Scale of Evaluation Should Be Considered?

252

(3)

Who Is Responsible for the Evaluation?

255

(3)

How Is Evaluation Information Best Presented?

258

(2)

How Should Evaluation Reports Be Organized?

260

(6)

What Additional Aspects of Evaluation Should Be Considered?

266

(3)

Should Cost-Benefit Analyses Be Conducted?

269

(3)

What Evaluation Elements Are Essential?

272

(3)

Where Do We Go From Here?

275

(1)

Questions for Reflection

276

(1)

References

277

(20)

Author Index

297

(4)

Subject Index

301

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Evaluating Professional Development

Summary

Table of Contents

Supplemental Materials