Evaluate results of professional learning programs to determine the effectiveness on deepening teacher content knowledge, improving teacher pedagogical skills and/or increasing student learning.
Before completing a program evaluation, I had a chance to informally review the learning development day that my district provides for all teachers each year. I thoroughly reflect on this learning opportunity in my blog post A Model for Professional Development Considering Adult Learning Principles. One highlight of my learning was that I was able to get clarification on the standards my district uses when planning and evaluating the effectiveness of professional development opportunities. This year, we have been guided by the Lake 8:
Using this learning, I conducted a program evaluation of my school’s Positive Behavioral Interventions & Support (PBIS) program. My intention for this evaluation was to determine areas of need since the PBIS professional development is ongoing and only at the beginning stages. From this evaluation, I determined areas of need to be to clearly define what PBIS stands for, the desire among educators for differentiated instruction, the value of ongoing formative assessments, and the necessity of including opportunities for participants to provide feedback on their learning experiences. Some of my general observations include:
What I appreciated most about my opportunities to both reflect on and carry out a program evaluation was that it made me start thinking about the many programs at my school and in my district that could benefit from an evaluation, either formal or informal. I appreciate that this experience helped open up opportunities to make an impact on professional learning in my district. In the future, I am eager to evaluate programs such as the professional learning portal and the necessity of computer labs in a district that provides 1:1 technology across grade levels.