Using perceptual data and change theory to improve the implementation of professional development initiatives

Abstract

The importance of professional development in the effort to improve Kk-12 academic outcomes is almost universally accepted by experts and leaders in the field of education. In addition, significant consensus has grown around the key features of effective professional development. Unfortunately, there is also widespread recognition that professional development has rarely led to the changes in teachers’ practices and student outcomes that proponents intend. School districts must develop a theory of change and understand how their teachers experience the change process if they hope to improve their programs. ☐ The goal of this Executive Position Paper (EPP) was to develop a theory of change and a method of gathering quantitative and qualitative data and then use these tools to evaluate the effectiveness of the Avon Grove School District’s Gradual Release of Responsibility (GRR) initiative. I derived a theory of change from Robert Evans’ Tasks of Transition and gathered data through semi-structured interviews and an online survey of district staff. It is hoped that these tools, and the resulting model of evaluation presented in this study, could then be used by Avon Grove and other school districts to evaluate and improve their professional development programs. ☐ The results revealed the strengths of Avon Grove’s GRR initiative to be a strong sense of teacher self-efficacy, staff commitment to continual improvement and collaboration, and the belief that the goals of the GRR program built upon previous staff learning. Weaknesses included the perception that the initiative was a fad and would soon pass away; the perception that the initiative was supported mainly by force and not teacher buy-in; that there was not enough time provided for effective implementation; and that a clear need for the initiative had not been established. ☐ The recommendations for Avon Grove were that the district align future initiatives with the key features of effective teacher learning as found in the literature; develop a theory of change and collect data on teachers’ perceptions to better evaluate its initiatives; and authentically address the persistent problems of faddism, force, time and need in order to help teachers find meaning in the district’s future improvement efforts.