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Schools spend billions of dollars and countless hours each year on professional learning. The big question: how do you tell if that time and money has a demonstrable impact on teachers’ classroom practice?
Having highly qualified, effective teachers in our nation’s classrooms matters. So how can we effectively implement good teacher evaluation systems?
This guide to program evaluation for professional development can help power meaningful changes in teaching practices at your school.
Frontline's education conference gives educators the tools, insights & data needed to be even more strategic in critical work in education.
Professional Development Program Evaluation: Using Surveys, Interviews, Focus Groups and Observations
In the previous article in this series on evaluating teacher professional development, I shared that evaluation questions drive data collection and asked, “How would we know what data to collect, and from whom, if we haven’t settled on the questions
Learn why and how to evaluate your professional development programs so your professional development makes a difference in the classroom.
How to Create Effective Reports for Communicating Professional Development Program Evaluation Results
Wouldn’t it be great if we knew when our professional learning programs were successful? What if we knew more than just the fact that teachers liked the presenter, were comfortable in the room or learned something new?
One day Alan*, a high school student in my special education English class, exclaimed in frustration, “All we ever do in here is read and write!” It was a proud moment for me. A huge compliment. That statement validated for me that I was doing it
In December 2012, I graduated from the Learning Forward Academy (LFA), a compelling two and a half year blended learning experience where participants collaboratively solve significant “problems of practice” related to educator and student
I remember struggling through my college statistics class. Just the term “data analysis” made me cringe. After all, I was going to be a teacher, not a scientist! Now that I’ve spent years collecting and analyzing data I’ve learned, I don’t need