Release on 2000 | by Thomas R. Guskey,Dennis Sparks
Author: Thomas R. Guskey,Dennis Sparks
Pubpsher: Corwin Press
Category: Business & Economics
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.
Whether you're already an expert staff developer or you're taking on this role for the first time, here's a reliable toolbox that helps you plan, implement, and evaluate professional development, from stand-alone workshops to comprehensive systemwide programs. The binder guides you through the process of identifying the need for professional development, determining the components to include in your plan, and selecting the best tools to accomplish your goals. More than 90 tools are included in the binder to help you: Create a vision and definition of professional development for your learning community; Establish a common understanding of your professional development program's content and results; Solve time, logistics, and sequencing issues; Design and implement professional development tasks and activities that align to school and district goals; Measure your progress and reflect on individual and group improvement; Evaluate the impact of professional development and sharing your success; Because the needs of your school or district are unique, this is the ideal tool for developing a customized plan that leads to a successful and effective professional development program. - Publisher.
Effective program evaluations can improve staff development programs and increase student achievement. Learn how to assess a program's evaluability, formulate evaluation questions, and collect and interpret data.
This book and Compact Disk show school leaders how to develop teacher portfolios and put them into action. They will provide confidence and credibility as you engage in: - "high stakes" summative evaluations - initial hiring, tenure, and other key personnel decisions - fostering a school culture which encourages high levels of performance This book and CD provide a reliable and easy way for teachers to: - collect and analyze data about their effectiveness - monitor and improve their own performance - improve student learning Adopting the templates in this book and CD will enable you to define: - standards which describe actual duties and activities of teachers - behaviors which indicate the quality of teaching - "artifacts" which provide evidence of teaching and learning - scoring rubrics which assist in objective evaluation The Compact Disk, for Macintosh & Windows, contains easy-to-use templates of performance assessment rubrics, feedback forms, and other documents to help you organize & implement Teacher Portfolios in your school.
A Process for Developing Staff and Improving Instruction
Author: Jodi Peine
Pubpsher: Corwin Press
Offers school leaders guidance for designing and implementing a sustainable professional growth process, demonstrates how participants can develop individual action plans, and helps redefine school improvement efforts.
This book gives an up to date picture of a rapidly changing field, enhances understanding of continuing professional development and its potential to bring about change and development to improve the quality of teaching and learning in schools.
Hopkins, Bruce Joyce, Michael Huberman, Matthew Miles, and Virginia Richardson. But we have chosen to present our own experience and empirical data first and then, in Part 3, to show how this experience and data relates to models which have been proposed by others. We will address here methodological issues concerned with collecting and interpreting evidence of relationships amongst the many individual and situational factors associated with PD, and re-visit the arguments about ‘process-product’ research on PD. In the light of our experience, we will interrogate models of PD which have been proposed by others and attempt to move forward our total understanding of the process of the professional development of teachers for educational change. In conclusion, we will look at some current national practice in professional development, concentrating on the recent English experience of introducing ‘strategies’ into schools but referring also, by way of contrast, to the situation in the United States. WHAT’S THE PROBLEM? Why has the professional development of teachers already exercised so many good minds for so long? And how can we justify adding another book to this field? The answer to both questions must lie in the continuing demand from society in general (at least as interpreted by politicians and newspaper editors) for improvements in the quality of education.
Release on 2012-12-06 | by T. Kellaghan,D.L. Stufflebeam
Part One: Perspectives / Part Two: Practice
Author: T. Kellaghan,D.L. Stufflebeam
Pubpsher: Springer Science & Business Media
Thomas Kellaghan Educational Research Centre, St. Patrick's College, Dublin, Ireland Daniel L. Stufflebeam The Evaluation Center, Western Michigan University, Ml, USA Lori A. Wingate The Evaluation Center, Western Michigan University, Ml, USA Educational evaluation encompasses a wide array of activities, including student assessment, measurement, testing, program evaluation, school personnel evalua tion, school accreditation, and curriculum evaluation. It occurs at all levels of education systems, from the individual student evaluations carried out by class room teachers, to evaluations of schools and districts, to district-wide program evaluations, to national assessments, to cross-national comparisons of student achievement. As in any area of scholarship and practice, the field is constantly evolving, as a result of advances in theory, methodology, and technology; increasing globalization; emerging needs and pressures; and cross-fertilization from other disciplines. The beginning of a new century would seem an appropriate time to provide a portrait of the current state of the theory and practice of educational evaluation across the globe. It is the purpose of this handbook to attempt to do this, to sketch the international landscape of educational evaluation - its conceptual izations, practice, methodology, and background, and the functions it serves. The book's 43 chapters, grouped in 10 sections, provide detailed accounts of major components of the educational evaluation enterprise. Together, they provide a panoramic view of an evolving field.