evaluation is “the systematic investigation of merit or worth
Systematic implies a focused, thoughtful, and intentional process.
Investigation refers to the collection and analysis of pertinent information through appropriate methods and techniques
Merit or worth denotes appraisal and judgment
professional development should be a purposeful endeavor
success at one level is usually necessary for success at higher levels
Level 5 addresses “the bottom line”: How did the professional development activity affect students? Did it benefit them in any way?
In addition to the stated goals, the activity may result in important unintended outcomes.
Measures of student learning typically include cognitive indicators of student performance and achievement, such as portfolio evaluations, grades, and scores from standardized tests. In addition, you may want to measure affective out-comes (attitudes and dispositions) and psychomotor outcomes (skills and behaviors).
return on investment” or “ROI evaluation
But in the absence of proof, you can collect good evidence about whether a professional development program has contributed to specific gains in student learning.
Above all, be sure to gather evidence on measures that are meaningful to stakeholders in the evaluation process.
anecdotes and testimonials
If you don't know where you are going, it's very difficult to tell whether you've arrived. But if you clarify your goals up front, most evaluation issues fall into place.
In planning professional development to improve student learning, the order of these levels must be reversed. You must plan “backward” (Guskey, 2001), starting where you want to end and then working back.
personal reflections or portfolios that participants assemble to document their learning.
Measures must show attainment of specific learning goals. This means that indicators of successful learning need to be outlined before activities begin.
Finally, consider what set of experiences will enable participants to acquire the needed knowledge and skills (Level 1)
At Level 3, the focus shifts to the organization.
Professional developers often plan in terms of what they will do (workshops, seminars, institutes) or how they will do it (study groups, action research, peer coaching). This diminishes the effectiveness of their efforts and makes evaluation much more difficult
Instead, begin planning professional development with what you want to achieve in terms of learning and learners and then work backward from there. Planning will be much more efficient and the results will be much easier to evaluate
Problems at Level 3 have essentially canceled the gains made at Levels 1 and 2
Did the professional development activities promote changes that were aligned with the mission of the school and district? Were changes at the individual level encouraged and supported at all levels? Were sufficient resources made available, including time for sharing and reflection? Were successes recognized and shared?
At Level 4 we ask, Did the new knowledge and skills that participants learned make a difference in their professional practice?
specifying clear indicators of both the degree and the quality of implementation
Enough time must pass to allow participants to adapt the new ideas and practices to their settings.
may also need to measure progress at several time intervals
When you learn to mentally and emotionally disengage from those thoughts, you will catapult your potential to do just about anything you want to do.
So much of who we are now and how we perceive the world is shaped by our early childhood experiences. This is particularly true when it comes to our beliefs about our potential for success and happiness, as well as our faith that we’re deserving and capable of living a passionate life.
cranberry condiment of some sort. My grandma Bunny was partial to a raw cranberry-orange relish she made with hand-cranked countertop grinder (I do wish I had her recipe, but both she and it have been gone since I was 15).
Virginia Glatzer's Public Lists (46)
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