Assessing Impact: Evaluating Staff Development [With CDROM]

2. Auflage 2007
ISBN: 978-1-4129-5355-9
Verlag: CORWIN PR INC

Buch, Englisch, 256 Seiten, CDROM, Format (B × H): 219 mm x 279 mm, Gewicht: 730 g

Assessing Impact is designed specifically for staff development leaders, program or project coordinators, curriculum directors, principals, or others who are responsible for their professional learning programs. The author assists school and district-level staff development program leaders and other stakeholders, to plan and conduct evaluations of staff programs. These are designed to improve student achievement, strengthen the power of individual program and to assess their impact.

Autoren/Hrsg.

Killion, Joellen S.

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Schulleitung, Schulentwicklung

Inhaltsverzeichnis

Foreword
Acknowledgments
About the Author
Introduction
1. Evaluation as Normative Practice
2. Program Evaluation Overview
3. Evaluating Staff Development
4. Assess Evaluability
5. Formulate Evaluation Questions
6. Construct the Evaluation Framework
7. Collect Data
8. Organize, Analyze, and Display the Data
9. Interpret Data
10. Disseminate and Use Findings
11. Evaluate the Evaluation
12. Shifting Perspectives About Evaluating Staff Development
A Guide to the Appendices
Appendix A. Standards to Guide Evaluations
Appendix B. Sample Data-Collection Instruments
Appendix C. Staff Development Planning Guide
Appendix D. Mapping an Evaluation Step by Step
Appendix E. Online Resources for Evaluation
Glossary
References
Index

Über Autor(innen)

Killion, Joellen S.
Joellen Killion champions educator learning as the primary pathway to student success. She serves school systems, schools, regional, state, and national agencies within the U.S. and abroad as a consultant and learning facilitator. She is senior advisor to Learning Forward and formerly was its deputy executive director. Joellen leads, facilitates, and contributes to a number of initiatives related to examining the link between professional development and student learning. She has over 30 years of experience in planning, design, implementation, and evaluation of professional learning at the school, system, state, and international level.

Joellen is a frequent contributor to education publications. Her books include What Works in the Middle, What Works in the Elementary Grades, and What Works in the High School, Teachers Who Learn Kids Who Achieve: A Look at Model Professional Development; Assessing Impact: Evaluating Staff Development, 2nd edition; Collaborative Professional Learning Teams in School and Beyond: A Tool Kit for New Jersey Educators; Taking the Lead: New Roles for Teacher and School-based Coaches; The Learning Educator: A New Era in Professional Learning; Becoming a Learning School; Coaching Matters: and Learning-Focused Feedback: Transforming Feedback for Professional Learning. She authored and co-authored numerous papers, reports and workbooks such as PDK’s EDge, The Changing Face of Professional Development and resources associated with the TPL initiative. Her particular interests are collaborative learning teams, coaching educator success, evaluation and program audits, standards for professional learning, policy to support professional learning, and comprehensive planning and implementation of high-quality, standards-based, results-focused professional learning.

The creed Joellen lives by is: Excellence can be achieved if you. Care more than others think is wise. Risk more than others think is safe. Dream more than others think is practical. Expect more than others think is possible.