ERIC Number: ED344916
Record Type: RIE
Publication Date: 1992-Apr
Reference Count: N/A
Professional Development for Self-Evaluation: A Self-Sustaining Process? Researching the Effectiveness of Collaborative, Qualitative Models of School Evaluation: An International Symposium.
This paper evaluates a professional development training program in Western Australia that focused on the development of skills for self-evaluation and school development sessions in the context of local, school, and system accountability. The evaluation attempted to determine: (1) the relevance and value of the learning experience; (2) skill acquisition; (3) understanding of the self-evaluation process; and (4) feasibility of institutionalizing the self-evaluation process. A case study approach and multiple data sources were used to study the program experiences of a range of participants from central offices, district offices, and schools. Comments from the nine teams of participants indicated that a collaborative culture was developed during the training, in a supportive and resourceful learning environment. Critique was made possible by the program design. Participants generally thought that the course would be useful in an accountability context, and that its processes would be applicable to the school context. Participants felt that the program was valuable as a model for future professional development programs. In addition, the cross-level teams that were established appear to be valuable for extending program content and process beyond the time frame of the initial program. An 11-item list of references and 2 appendices containing self-evaluation criteria are included. (SLD)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Australia (Western Australia); Collaborative Evaluation
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 20-24, 1992).