Simply creating a professional learning program is not enough; it is important that those leading professional learning also have in place a plan and practices for evaluating the merit and worth of the professional learning within the context in which it is occurring1. A professional learning leader should consider three phases in the evaluation process: planning (assessing evaluability, formulating evaluation questions, and constructing an evaluation framework), conducting (collecting data, organizing and analyzing data, and interpreting data), and reporting (disseminating findings, evaluating the evaluation)2. The evaluation process may be implemented at different times throughout the process of planning, administering, and wrapping up professional learning programs and focus on one or more hierarchical levels of understanding (participant reactions, participant learning, organizational support and change, participants’ use of new knowledge and skills, and/or student learning outcomes)3. Engaged stakeholders in the evaluation process can be done by leading with questions (not answers), engaging in debate and dialogue (not coercion), conducting blame-free autopsies, and building mechanisms that act as red flags4. If evaluation results are not what you would have hoped, framing things as a learning process to external stakeholders can be beneficial5.
Sources:
1, 3: Guskey, T. R. (2000). Evaluating professional development. Thousand Oaks, CA: Corwin Press.
2: Killion, J. (2003). Eight smooth steps: Solid footwork makes evaluation of staff development programs a song. Journal of Staff Development, 24(4), 14-26.
4: Hirsh, S., & Killion, J. (2007). The learning educator: A new era for professional learning. Oxford, Ohio: National Staff Development Council.
5: Lecture, Leadership for Professional Learning, 3/5/14
Sometimes evaluation can be intimidating, as there's a sense of judgement or threat of change that can come along with it. What evaluative practices and processes have you experienced as a helpful? Are there evaluative practices and processes have you experienced as stressful and ultimately not beneficial to learning? What do you see as distinguishing between these two types or approaches to evaluation? If you were to evaluate something about the setting you're currently in, how would you want to go about it? Why?
***feel free to do your own post and/or build off of others' posts to create a discussion forum***
Sources:
1, 3: Guskey, T. R. (2000). Evaluating professional development. Thousand Oaks, CA: Corwin Press.
2: Killion, J. (2003). Eight smooth steps: Solid footwork makes evaluation of staff development programs a song. Journal of Staff Development, 24(4), 14-26.
4: Hirsh, S., & Killion, J. (2007). The learning educator: A new era for professional learning. Oxford, Ohio: National Staff Development Council.
5: Lecture, Leadership for Professional Learning, 3/5/14
Sometimes evaluation can be intimidating, as there's a sense of judgement or threat of change that can come along with it. What evaluative practices and processes have you experienced as a helpful? Are there evaluative practices and processes have you experienced as stressful and ultimately not beneficial to learning? What do you see as distinguishing between these two types or approaches to evaluation? If you were to evaluate something about the setting you're currently in, how would you want to go about it? Why?
***feel free to do your own post and/or build off of others' posts to create a discussion forum***