Evaluating Professional Development

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  • From
    • Evaluation is considered a vital part of professional development planning and implementation efforts.
    • Multifaceted plans for evaluating professional development are developed during the planning process and coincide with the focus of the program.
    • Evaluation is done during a professional development program to modify and improve the quality and relevancy of the program. Adjustments are made to ensure optimal results.
    • Evaluation is done after a professional development program to determine the effectiveness of its impact on teacher practice, school organization, and student improvement.
    • The evaluation of professional development is not limited to its impact on educators but includes its impact on the school organization and, ultimately, student outcomes.
    • Evaluation guides subsequent professional development efforts.
    • Evaluation results are presented in an easily understood format and are available to all interested parties.

Collecting Information

The following table provides an overview of the major methods used for collecting data during evaluations.

Overall Purpose
questionnaires, surveys,
when need to quickly and/or easily get lots of information from people in a non threatening way
-can complete anonymously
-inexpensive to administer
-easy to compare and analyze
-administer to many people
-can get lots of data
-many sample questionnaires already exist
-might not get careful feedback
-wording can bias client's responses
-are impersonal
-in surveys, may need sampling expert
- doesn't get full story
when want to fully understand someone's impressions or experiences, or learn more about their answers to questionnaires
-get full range and depth of information
-develops relationship with client
-can be flexible with client
-can take much time
-can be hard to analyze and compare
-can be costly
-interviewer can bias client's responses
documentation review
when want impression of how program operates without interrupting the program; is from review of applications, finances, memos, minutes, etc.
-get comprehensive and historical information
-doesn't interrupt program or client's routine in program
-information already exists
-few biases about information
-often takes much time
-info may be incomplete
-need to be quite clear about what looking for
-not flexible means to get data; data restricted to what already exists
to gather accurate information about how a program actually operates, particularly about processes
-view operations of a program as they are actually occurring
-can adapt to events as they occur
-can be difficult to interpret seen behaviors
-can be complex to categorize observations
-can influence behaviors of program participants
-can be expensive
focus groups
explore a topic in depth through group discussion, e.g., about reactions to an experience or suggestion, understanding common complaints, etc.; useful in evaluation and marketing
-quickly and reliably get common impressions
-can be efficient way to get much range and depth of information in short time
- can convey key information about programs
-can be hard to analyze responses
-need good facilitator for safety and closure
-difficult to schedule 6-8 people together
case studies
to fully understand or depict client's experiences in a program, and conduct comprehensive examination through cross comparison of cases
-fully depicts client's experience in program input, process and results
-powerful means to portray program to outsiders
-usually quite time consuming to collect, organize and describe
-represents depth of information, rather than breadth
(Taken From -

Other PD Planning and Evaluation Resources:

SEIR-TEC Chapter 4, "Planning Professional Development"

Evaluating Professional Development: A Framework for Adult Education

Maryland Public Schools Professional Development Guide

Planning and Evaluation 1
Planning and Evaluation 2
Planning and Evaluation 3
Planning and Evaluation 4