Continuous Professional Learning Cycle
Continuous Professional Learning Cycle
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Evaluating Professional Learning
Evaluating Professional Learning
To ensure the effectiveness of professional development, the Guskey model will be used to structure Professional Development Evaluation. Guskey proposes that professional learning evaluation should include the following critical components:
- Participants’ reactions
- Participants’ learning
- Organization support and change
- Participants’ use of new knowledge and skills
- Student learning outcomes
(See the levels of Guskey in detail below)
Participant's Reaction
Participant's Reaction
Did they like it?
Was their time well spent?
Did the material make sense?
Will it be useful?
Was the leader knowledgeable and helpful?
Were the refreshments fresh and tasty?
Was the room the right temperature?
Were the chairs comfortable?
Questionnaires administered at the end of the session
Initial satisfaction with the experience
To improve program design and delivery
Participant's Learning
Participant's Learning
Did participants acquire the intended knowledge and skills?
Paper-and-pencil instruments Simulations Demonstrations Participant reflections (oral and/or written) Participant portfolios
New knowledge and skills of participants
To improve program content, format, and organization
Organization Support & Change
Organization Support & Change
Was implementation advocated, facilitated, and supported?
Was the support public and overt?
Were problems addressed quickly and efficiently?
Were sufficient resources made available?
Were successes recognized and shared?
What was the impact on the organization?
Did it affect the organization’s climate and procedures?
District and school records Minutes from follow-up meetings Questionnaires Structured interviews with participants and district or school administrators Participant portfolios
The organization’s advocacy, support, accommodation, facilitation, and recognition
To document and improve organization support To inform future change efforts
Participant's Use of New Knowledge and Skills
Participant's Use of New Knowledge and Skills
Did participants effectively apply the new knowledge and skills?
Questionnaires Structured interviews with participants and their supervisors Participant reflections (oral and/or written) Participant portfolios Direct observations Video or audio tapes
Degree and quality of implementation
To document and improve the implementation of program content
Student Learning Outcomes
Student Learning Outcomes
What was the impact on students?
Did it affect student performance or achievement?
Did it influence students’ physical or emotional well-being?
Are students more confident as learners?
Is student attendance improving?
Are dropouts decreasing?
Student records School records Questionnaires Structured interviews with students, par- ents, teachers, and/or administrators Participant portfolios
Student learning outcomes: Cognitive (Performance & Achievement) Affective (Attitudes & Dispositions) Psychomotor (Skills & Behaviors)
To focus and improve all aspects of program design, implementation, and follow-up To demonstrate the overall impact of professional development
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