ERIC Number: EJ914967
Record Type: Journal
Publication Date: 2010-Aug
Reference Count: 10
A Better Way to Measure: New Survey Tool Gives Educators a Clear Picture of Professional Learning's Impact
Blank, Rolf K.
Journal of Staff Development, v31 n4 p56-60 Aug 2010
Just when educators are learning more about what constitutes effective professional development, a collaborative team of education researchers and practitioners have developed, tested, and implemented a cost-effective method of measuring and reporting on the quality of teacher professional development. The teacher professional development analysis tool was developed as part of the Surveys of Enacted Curriculum (SEC) online reporting system, with support from the National Science Foundation. The analysis tool is now being disseminated and offered for use by education leaders, professional development specialists, and evaluators. This new tool for reporting and analyzing teacher professional development was designed with findings from leading research studies since the mid-1990s, which have reshaped the way educators and researchers define effective teacher development. The SEC-based survey method provides for effective evaluation of evidence from teacher development programs in light of key constructs of quality. This method gives priority to evaluating the sum of knowledge development activities for teachers in relation to school and district improvement objectives. Leaders can assess a range of data regarding impact on target teachers over a period of time and do not have to weigh findings from separate studies of multiple programs in a district or school or try to sort out results from overlapping program initiatives.
Descriptors: Program Effectiveness, Professional Development, Measurement Techniques, Questioning Techniques, Theory Practice Relationship, Teacher Surveys, Educational Quality, Teacher Effectiveness, Teacher Evaluation, Rating Scales, Psychometrics, Data Collection, Formative Evaluation, Information Dissemination, Educational Methods
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Authoring Institution: N/A