Design high-impact professional learning programs with results-based evaluations With increasing accountability pressure for evidence-based strategies and ever-tightening budgets, you want to make sure that the time, effort, and resources you are investing in your professional learning programs is truly making an impact on educator effectiveness and student achievement. In this third edition of Assessing Impact, Joellen Killion guides administrators, professional learning leaders, school improvement teams, and evaluators step by step through the rigors of producing an effective, in-depth, results-based analysis of your professional learning programs. A recognized expert in professional learning, Killion emphasizes the critical role of evaluation in bolstering effectiveness and retaining stakeholder support for ongoing educator development. The methods outlined here help you: • Adhere to changes in federal and state policy relating to professional learning and educator development • Facilitate the use of extensive datasets crucial for measuring feasibility, equity, sustainability, and impact of professional learning • Produce more powerful, data-driven professional learning programs that benefit both students and educators • Evaluate the effectiveness and impact of professional learning to make data-informed decisions and increase quality and results Assessing Impact is a vital resource for staff developers and educational leaders seeking to improve the effectiveness and sustainability of professional learning, while retaining the support of parents and the public alike. Praise for the Second Edition: “Anyone who reads this book has to feel obligated to ‘set their world on fire.’ The text not only forces the reader to see how we are failing our children and their teachers, it provides the means for each of us to do better.” —Michael J. Ford, Superintendent Phelps-Clifton Springs CSD, Clifton Springs, NY
Chapter 4: Assess Evaluability
The inadequacy of a professional learning program is a major contributor to challenges evident in evaluations of professional learning. When the program is insufficient in scope or power, it is unlikely to produce the expected results, especially results for students.
The first step of the evaluation process is assessing evaluability. In this step, the evaluator seeks to answer several questions:
- Is this program conceptually and logically sufficient and feasible? In other words, does it seem likely that it has the potential to produce the results it intends?
- Is the theory of change clearly articulated?
- Are the outcomes specific and clear?
- Are the indicators and measures of success explicit?
- Are the activities and resources substantive enough to produce the changes?
- Is there logic in the relationship among the inputs, ...