Five-Level Model for Evaluating Professional Development
Guskey created a five-level model for evaluating professional development. This five-level approach was based on the work from Donald Kirkpatrick who developed a model for evaluating training programs in business and industry. Guskey's five-level model focused on the following categories: (1.) Evaluation Level, (2.) What Questions are addressed, (3.) How will Information be gathered, (4.) What is Measured or Assessed, (5.) How will information be used
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Viewing Guide
What is the correlation between professional development and student growth?
How do you know if they have learned it? What do you do if they have not learned it? What impact does instruction have on learning outcomes? How often should we assess and how do we select the most appropriate assessment tool? |
According to Guskey, "Evaluation is the systematic investigation of merit or worth". Systematic implies that evaluation is a thoughtful, intentional, and purposeful process. If you follow the 8 smooth steps of evaluation, you will find evaluating the effectiveness of the professional development and assessing the impact on student achievement to be a manageable goal.
Professional Development Strategies to Improve Instruction
Coaching provides support through a number of activities designed to build collective leadership and continuously improve
teacher instructional capacity and student learning. These activities, ideally, combine in ways that create internal accountability due to the embedded nature
of the work and people engaged in it (Barr, Simmons, and Zarrow 2003; West Ed 2000). Learning forward provides a series of webinars on coaching and how it can be used to provide support and assess learning needs.
North Carolina Department of Public Instruction provides a data resource guide to make decisions on designing and implementing trainings to increase student achievement. Instructions for using the guide can be found in the Homebase "Using the Data Resource Guide" document.
North Carolina Department of Public Instruction provides a data resource guide to make decisions on designing and implementing trainings to increase student achievement. Instructions for using the guide can be found in the Homebase "Using the Data Resource Guide" document.
Activity
Can professional development Be Used To Show The Difference Between Evidence And Proof?
You have been introduced to planning, formative, and summative evaluation, and the five levels involved in evaluating professional development. Click here to open the document provided. Reflect on your professional development program and determine if your professional development program is making a difference in your district. Using the headings located on the top of the document, evaluate your program's potential to meet the goals as related to Guskey's five levels of professional development.
Consider if the data obtained from this new knowledge can be used to demonstrate that the professional development can be linked to increase in student achievement, decrease in dropout rate, reduction in disciplinary problems, enhanced coaching and teacher support, what works and what is not working, changes needed to make an impact, etc.?
You have been introduced to planning, formative, and summative evaluation, and the five levels involved in evaluating professional development. Click here to open the document provided. Reflect on your professional development program and determine if your professional development program is making a difference in your district. Using the headings located on the top of the document, evaluate your program's potential to meet the goals as related to Guskey's five levels of professional development.
Consider if the data obtained from this new knowledge can be used to demonstrate that the professional development can be linked to increase in student achievement, decrease in dropout rate, reduction in disciplinary problems, enhanced coaching and teacher support, what works and what is not working, changes needed to make an impact, etc.?