In your Professional Development Evaluation Plan template (narrative form), Planning Phase, Part 1, write an essay that addresses the following:
Define your program goals in terms of intended results for adult learning, adult implementation, and student learning
Describe the changes you expect to see in KASABs for teachers and students and any other group of stakeholders (principals, central office, organization, other.) Your program will not necessarily focus on changes for other stakeholders, and you should probably not expect changes in all areas. Identify only the KASABs that apply to your program.
For the changes in KASABs you have identified, specify whether the change will be an initial outcome, an intermediate outcome, or a final result of the program. Explain why it is important to consider changes in teachers and other stakeholders and not just in students. Share your thoughts about how monitoring changes in KASABs contributes to a program’s evaluation and to its success.
Part 1: Focusing the Evaluation (Week 2)
Write an essay that addresses the following:
Define program goals
Specify objectives/outcomes: What kinds of changes do you expect to see in Knowledge, Attitudes, Skills, Aspirations, Behaviors (KASABs) for teachers, students, and other stakeholders (principals, central office, organization, other)?
Determine initial outcomes, intermediate outcomes, and/or final outcomes related to the KASABs you have identified
Clearly defining a professional development program’s goals and objectives and its theory of change will help to focus the evaluation. Using your program’s Logic Model, including any revisions you made based on this week’s Discussion, identify the changes you expect in teachers and students and any other stakeholders (e.g., principals, central office, organization, other) as a result of the professional development. For teachers and students and any other stakeholders identified, describe changes in KASABs. For the changes you expect in stakeholder KASABs, consider which would be initial outcomes, intermediate outcomes, and/or final outcomes (intended results) of the program.
For example, In a professional development program targeting literacy in the content areas, you might see the following:
An initial outcome might be a change in teachers’ knowledge and skills from learning about research-based instructional strategies in reading;
An intermediate outcome could be a change in teachers’ behavior and aspirations as they implement these strategies with their students and are motivated to collaborate with their colleagues in order to use the strategies appropriately;
The intended result, or final outcome, would be gains in students’ knowledge and skills, resulting in an increase in students’ reading scores within a 2–3 year timeframe.
Use the Chart on p. 24 of the “Eight Smooth Steps” article by Killion to guide you. If possible, you are encouraged to work on this Application Assignment with your Learning Team.
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