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ERIC Number: EJ791550
Record Type: Journal
Publication Date: 2004
Pages: 16
Abstractor: ERIC
Reference Count: 19
ISSN: ISSN-1097-6736
Talent Development Professional Development Evaluation Model: A Paradigm Shift
Ellison, Constance M.
New Directions for Evaluation, n101 p63-78 Spr 2004
Professional development has moved from the periphery of teachers' professional lives to center stage, clearly recognized today as one of the key factors that shape teachers' ability to reach and teach all students successfully. To be effective, any professional development program must pay close attention to changes in teacher classroom performance, school program and organizational effectiveness, and student learning and achievement outcomes. Professional development programs must be assessed to document their value to the school organization, other educational stakeholders, and ultimately the students. To be comprehensive and authentic over time, professional development efforts need to be accompanied by a well-designed evaluation plan for determining their effectiveness. Such a plan must be accompanied by both a summative and formative evaluation design that provides evidence of the efficiency and effectiveness of program implementation and outcome attainment. Data yielded from such evaluations can provide educators with information regarding the development of new roles and teaching strategies that will improve student achievement and learning outcomes. This article discusses a professional development program evaluation model consistent with the Talent Development (TD) evaluation framework. This program, the Talent Development Professional Development (TDPD) project refers to sustained strategies and organizational supports that ensure the career development of teachers and others who influence the learning success of students. With talent development as its guiding philosophy, the TDPD program articulates the notion that all students can learn by providing professional development activities to educators that are needs driven and school focused and offer a co-constructivist approach to reflective classroom practices.
Jossey Bass. Available from John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A