ERIC Number: ED478260
Record Type: RIE
Publication Date: 2003-Apr
Overhauling Professional Development: Self-Assessment Conversations To Initiate Reform.
Good, Jennifer M.; Miller, Vikki; Gassenheimer, Cathy
This report describes a program for administrator and lead teacher professional development based on revised standards of the National Staff Development Council. The program acted as a catalyst for improving professional development practices at school sites. The report also presents a preliminary evaluation of the process, which involved self-assessment conversations. The study was conducted at 16 school sites, selected to represent a variety of demographics. Following is a summary of evaluation findings based on interviews with participants 2 to 4 months after the conversations: (1) Participants recognized a need to focus on professional development standards emphasizing data-driven and research-based practices; (2) the self-assessment conversations were perceived by participants as valuable, particularly because of their impact on thinking and planning regarding professional development; (3) the conversation process could be improved by providing more preparation, explaining the framework of the conversation, clarifying and simplifying the language of the self-assessment rubric, and providing follow-up activities; and (4) the conversations appear to have had a positive impact on certain areas within the affective domain. The report also includes suggestions for follow-up activities and recommendations to assess the actual effects of the conversations on professional development practices and student achievement. (WFA)
Descriptors: Academic Achievement, Administrator Education, Administrator Effectiveness, Education Courses, Faculty Development, Higher Education, Inservice Education, Management Development, Professional Development, Reflective Teaching, Self Evaluation (Individuals), Staff Development, Teacher Education, Teacher Effectiveness, Teacher Improvement
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).