Evaluating and Funding the Professional Development Program

Learning Environment ◽

Economic Crisis ◽

Development Program ◽

Student Learning Outcomes ◽

Development Programs ◽

Budget Cuts ◽

Professional development programs must have an organized process of evaluation, either formally or informally. The evaluation needs to be delivered in both micro and macro settings. In the micro setting, the evaluator monitors the overall atmosphere of the learning environment and the performance of the participants while training is taking place. In the macro setting, which consists of the teacher’s classroom, the evaluation needs to determine whether the teacher is actually using the knowledge gained during professional development to improve /impact student learning outcomes. In order for professional development to be effective, professional development programs should never be delivered and then forgotten. Further, locating funding and support are important due to the state of economic crisis and budget cuts. School districts have to look for creative ways to fund and support successful professional development programs. Some of these include developing technology resource centers, looking for federal and state funds, and looking toward individuals and corporations to help support and fund programs.

Evaluating and Funding the Professional Development Program

Adult and Continuing Education ◽

10.4018/978-1-4666-5780-9.ch097 ◽

2014 ◽

pp. 1685-1705

Author(s):

Christine L. Mark

Keyword(s):

Learning Environment ◽

Economic Crisis ◽

Development Program ◽

Student Learning Outcomes ◽

Development Programs ◽

Budget Cuts ◽

Professional development programs must have an organized process of evaluation, either formally or informally. The evaluation needs to be delivered in both micro and macro settings. In the micro setting, the evaluator monitors the overall atmosphere of the learning environment and the performance of the participants while training is taking place. In the macro setting, which consists of the teacher's classroom, the evaluation needs to determine whether the teacher is actually using the knowledge gained during professional development to improve /impact student learning outcomes. In order for professional development to be effective, professional development programs should never be delivered and then forgotten. Further, locating funding and support are important due to the state of economic crisis and budget cuts. School districts have to look for creative ways to fund and support successful professional development programs. Some of these include developing technology resource centers, looking for federal and state funds, and looking toward individuals and corporations to help support and fund programs.

Designing a Professional Development Program

Technology Integration and Foundations for Effective Leadership ◽

10.4018/978-1-4666-2656-0.ch010 ◽

2012 ◽

pp. 171-189

Author(s):

Amy Payne

Keyword(s):

Technology Use ◽

Development Program ◽

The United States ◽

Development Programs ◽

The World ◽

Professional Development Training ◽

Professional development is an essential aspect of any career. Many professions have minimum standards or requirements of training each year to maintain a license and/or job. This chapter outlines the necessary components for effective professional development training in terms of technology use, and examines some reasons why certain professional development programs may be ineffective. The chapter also discusses ways to assess the overall efficiency of a professional development program and highlight some outstanding professional development programs/practices in existence. A comparison between professional development practices performed in the United States with other countries around the world is provided to offer an understanding how professional development can vary depending upon culture.

Developing effective professional development programs: a case study

New Library World ◽

10.1108/nlw-05-2014-0048 ◽

2014 ◽

Vol 115 (11/12) ◽

pp. 542-557 ◽

Cited By ~ 5

Author(s):

Shu Guo

Keyword(s):

Needs Assessment ◽

Professional Growth ◽

Development Program ◽

Development Programs ◽

Need Assessment ◽

Content Type ◽

Purpose – This paper aims to investigate the practices of a well-established professional development committee (PDC) at an academic library to reveal the development of effective professional development programs with various themes and the diversified delivering formats and the assessment of library employees’ training needs and the effectiveness of professional development programs with Needs Assessment Surveys and Program Follow-up Employee Opinion Surveys. Professional development programs are widely adopted in academic libraries to support the professional growth of library employees and improve the quality of library services. Developing, promoting and administering professional development programs are main responsibilities of the PDC. Design/methodology/approach – The study is based upon the PDC’s recent practices since 2011. The Needs Assessment Surveys (in 2012 and 2013) are conducted electronically, so are the Opinion Surveys since 2013 which are formerly conducted in paper. Findings – The well-planned professional development program themes with special designed delivery formats have demonstrated their effectiveness through high attendance of each professional development event. The positive results and high compliments from both Need Assessment Surveys and Opinion Surveys also endorse their values to employee’s professional growth. Originality/value – This paper classifies various professional development program ideas into six program themes and three special delivery formats, and each is presented with intention, planning and organization. This paper also provides details of using different Need Assessment Surveys and Opinion Surveys for evaluation, which is also lacked in published literature.

Designing a Professional Development Program

Adult and Continuing Education ◽

10.4018/978-1-4666-5780-9.ch036 ◽

2014 ◽

pp. 655-672

Author(s):

Amy Payne

Keyword(s):

Technology Use ◽

Development Program ◽

The United States ◽

Development Programs ◽

The World ◽

Professional Development Training ◽

Teacher Professional Development in Brazil: Colonization of Teachers’ Voices

Cultural and Pedagogical Inquiry ◽

10.18733/c3nk5q ◽

2014 ◽

Vol 6 (1) ◽

Author(s):

Daniele Nascimento

Keyword(s):

Public Schools ◽

Teacher Professional Development ◽

Development Program ◽

Development Programs ◽

Post Colonial ◽

Master's Thesis ◽

Teacher Professional ◽

This paper focuses on professional development practices implemented in Brazil, and the influence of post-colonial views in the power-relation between the ‘educational authorities’ or ‘experts’ and teachers. The paper addresses how this relationship in professional development is mostly ‘one-sided’, as often it does not include the 'voices' of teachers. Rather, it prioritizes the assumptions many ‘experts’ have towards teachers’ needs for growth, in which the choices of topics and the kind of professional development programs to be designed often follow an ‘one-fits-all’ model or banking education as defined by Freire (1970). This paper emerged from the author's experience during her Master’s thesis research (Nascimento, 2010). She addressed the challenges of teaching in public schools in Brazil, and its implications in a social justice context. Through the lens of different teachers who participated in a volunteer-based Canadian/Brazilian teacher professional development program, the research investigated in which ways the inclusion of teachers' voices in professional development programs could affect teachers’ performance in a Brazilian context. During four years over the summer, Canadian teachers and Brazilian teachers worked together on a professional development program that aimed to encourage teachers to share their teaching experiences and reflect on their practice.

Ongoing and Multifaceted Assessment of Academic Library Professional Development Programs Enhances Their Efficacy

Evidence Based Library and Information Practice ◽

10.18438/eblip29413 ◽

2018 ◽

Vol 13 (2) ◽

pp. 115-117

Author(s):

Rachel Elizabeth Scott

Keyword(s):

Peer Review ◽

Academic Library ◽

Development Program ◽

The United States ◽

Likert Scale ◽

Fiscal Year ◽

Development Programs ◽

A Review of: Harker, K. R., O'Toole, E., & Sassen, C. (2018). Assessing an academic library professional development program. portal: Libraries and the Academy, 18(1), 199-223. https://doi.org/10.1353/pla.2018.0010 Abstract Objective – To analyze various measures of need, participation, satisfaction, and impact of an academic library professional development program. Design – Multi-modal; surveys, curriculum vitae (CV) analysis, and attendance statistics. Setting – Academic library in the United States. Subjects – Library faculty of all ranks. Methods – Assessment of the Career Development Program began with an interest survey conducted at the beginning of the fiscal year in which participants ranked their interest in professional development topics. Attendance statistics were collected at all program sessions and participants were emailed post-event surveys comprised of three Likert-scale questions and an open-ended question. Participants in the peer-review service were emailed a survey with two Likert-scale questions and an open-ended question. All programs and surveys were voluntary. An “activities survey” attempted to document counts of scholarly publications and presentations according to geographic scope, format, and peer-review. However, due to low response rates, the activities survey was replaced after two years with an analysis of library faculty member CVs on a publicly-accessible university website. The final assessment was a narrative annual report that drew on and summarized all of the previously conducted assessments. Main Results – Multi-modal assessment of the professional development program improved its relevance and quality while also documenting its impact. Conclusion – Continuous and multi-faceted assessment of professional development programs not only leads to improved efficacy, but also provides accountability and details the value of the program to stakeholders. Professional development programs promote scholarly productivity, which has implications for the career satisfaction of academic librarians. Further research should investigate the validity of professional development program assessment instruments and identify which assessment methods are most effective for evaluating professional development programs and measuring the impact of this programming on scholarship.

Benefits of Internal Professional Development for Academic Librarians

Adult and Continuing Education ◽

10.4018/978-1-4666-5780-9.ch088 ◽

2014 ◽

pp. 1537-1550 ◽

Cited By ~ 1

Author(s):

Carissa Tomlinson

Keyword(s):

Development Program ◽

Peer Learning ◽

Academic Librarians ◽

Employee Morale ◽

Development Programs ◽

Local Institution ◽

Academic Librarian ◽

Individual Knowledge

While often overlooked, there are many benefits of in-house professional development programs for academic librarians. This is especially true as the roles of academic librarians continue to evolve and change. This chapter argues that internal professional development not only helps academic librarians share their varied skills, tools, and practices with institutional colleagues, but also improves employee morale, collegiality, and organizational culture. Additionally, by structuring an internal professional development program using a peer-learning model, librarians gain a sense of community while seeing value in each librarian's individual knowledge. Also, peer learning can be a mechanism for institutional knowledge management and the transfer of institutional memory through intergenerational and cross job function learning. In addition to exploring the evolving nature of the academic librarian and the importance of professional development as peer learning in the context of the local institution, this chapter will describe in detail one university library's internal professional development program for librarians.

TIPs to Maximize Meaningful Professional Development Programs and Initiatives

Discrimination and Diversity ◽

10.4018/978-1-5225-1933-1.ch027 ◽

2017 ◽

pp. 593-615

Author(s):

Stephanie L. Sanders ◽

Mark P. Orbe

Keyword(s):

Higher Education ◽

Development Program ◽

Value Added ◽

Diversity Education ◽

Development Programs ◽

Relational Dialectics Theory ◽

Study Approach ◽

At no other time in higher education have scholar researchers been called to demonstrate the value added of theoretically grounded diversity education. This signals the need for higher education to make deeper linkages between diversity education, learning outcomes and academic mission statements. By highlighting a few “TIPs” - attempts to move “theory into practice,” - the authors seek to answer the call to action. Through a case study approach the authors highlight a professional development program that fosters interactional diversity and serves as a catalyst for increasing awareness, mindfulness and positive organizational change. First, a diversity education initiative at a large mid-western university referred to as “The Institute” is described. Second, the theoretically grounded frameworks of anxiety/uncertainty management and relational dialectics theory is presented. Finally, the case study concludes by advocating for more robust professional development programs and initiatives that positively impact organizations. Implications for organizational leaders are discussed.

Effects of a professional development program for teaching mathematics with technology on teachers’ beliefs, self-efficacy and practices

ZDM ◽

10.1007/s11858-020-01158-6 ◽

2020 ◽

Vol 52 (7) ◽

pp. 1411-1422 ◽

Cited By ~ 2

Author(s):

Daniel Thurm ◽

Bärbel Barzel

Keyword(s):

Self Efficacy ◽

Epistemological Beliefs ◽

Development Program ◽

Teaching Mathematics ◽

Development Programs ◽

Teaching With Technology ◽

Teachers Beliefs ◽

Experimental Group

Abstract Digital technologies such as multi-representational tools have the potential to enhance the learning of mathematics. In light of this potential, there is a ubiquitous call to integrate such tools into mathematics teaching. However, these technologies are still underused. Teaching with technology is not an easy task and teacher competencies such as knowledge and beliefs are a decisive factor. Therefore, professional development is important to professionalize teachers and support them in using technology in meaningful ways. Despite this need, little is known about the efficacy of professional development programs for teaching mathematics with technology. This quantitative study investigated the efficacy of a half-year professional development program for teaching mathematics with technology, using the methodology of a quasi-experimental design, in Germany. We captured (i) teachers’ beliefs about teaching with technology, (ii) self-efficacy beliefs related to teaching with technology, (iii) epistemological beliefs and (iv) self-reported frequency of technology uptake with quantitative questionnaires in pre- and post-tests. The experimental group (n = 39) participating in the professional development program consisted of mostly novices in using technology for teaching mathematics. Propensity score matching was used to match this group with a control group of teachers (n = 38) who did not participate in the professional development program. The strongest impact of the professional development program was found on teacher’s technology-related beliefs. Frequency of technology use seemed to increase gradually in the experimental group during the professional development program. No effect of the professional development program was found on self-efficacy beliefs and epistemological beliefs. We conclude by deriving recommendations for designing professional development programs related to teaching with technology.

Professional Development for Online Educators

Virtual Mentoring for Teachers ◽

10.4018/978-1-4666-1963-0.ch011 ◽

2012 ◽

pp. 204-226

Author(s):

Angela Velez-Solic ◽

Jennifer R. Banas

Keyword(s):

Information Overload ◽

Development Program ◽

Faculty Members ◽

Learning Tools ◽

Online Faculty ◽

Development Programs ◽

Technological Advances ◽

Online Educators

A professional development program for online faculty members can be difficult to create, implement, and sustain. Its components will vary depending on the location of the online faculty, the institutional budget, and who is administering the program. A professional development program is essential if institutions wish to keep instructors up-to-date on technological advances and pedagogical shifts as online classrooms change. Today’s online faculty members are inundated with “information overload” due to the internet and because information is increasing exponentially, which results in pressure to “keep up” (Sherer, Shea, & Kristensen, 2003). Because of this pressure and the proliferation of learning tools, institutions need to help faculty filter and use the information available to them. This chapter will focus on essential components of professional development programs, issues and potential solutions, examples from successful programs, and future trends in online professional development.