What levels of professional development evaluation have you experienced at your district? How did each level build or fail to build upon one another? What might be disincentives at your district for evaluating professional development at higher levels?
Is there a culture of accountability in your district? Specifically, do district personnel own the idea that they need to be engaged in learning to improve their practice and results? What examples can you provide? What barriers do you think prevent people from feeling comfortable with accountability and evaluation?
Based on your experiences, what shifts in perspective, as discussed in this week’s course text reading (Chapter 12, “Shifting Perspectives About Evaluating Staff Development”), might be necessary to bring about professional development evaluation that supports educator learning and student achievement? If these perspectives are evident at your district, what evidence can you provide?
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