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From the Director's Desk

An introduction to the issue on Professional Development by HFRP's Founder & Director, Heather B. Weiss, Ed.D.

Theory & Practice

Pathways from Workforce Development to Child Outcomes

Harvard Family Research Project explores connections between workforce development and child outcomes in four human service sectors.

Theory & Practice

Research Bibliography: Relations Between Workforce Development and Child Outcomes in Four Human Service Sectors

This web only version of the Theory & Practice section features an expanded article from Harvard Family Research Project that explores connections between workforce development and child outcomes in four human service sectors.

Spotlight

Evaluating the Impact of Professional Development in Eight Steps

Joellen Killion from the National Staff Development Council outlines an eight-step process for measuring the impact of professional development.

Spotlight

Teacher Professional Development: How Do We Establish It and Know That It's Working?

Mary Russo, principal of the Richard J. Murphy School in Dorchester, Massachusetts, describes the professional development of school staff and school-level practices to assess its impact.

Spotlight

Classroom Observation, Professional Development and Teacher Quality

Robert Pianta from the University of Virginia describes a classroom assessment scoring system that measures teacher–child interactions and serves as the basis for individualized professional development to strengthen teachers' classroom practice.

Promising Practices

The Three- Step Assessment Tango: Nurturing and Measuring Learning in Online Professional Development

David Eddy Spicer, Roland Stark, and Martha Stone Wiske from WIDE World describe their process of measuring learning in online professional development.

Promising Practices

The Three- Step Assessment Tango: Nurturing and Measuring Learning in Online Professional Development: Expanded Web Only Version

This web only version of the Promising Practices section features an expanded article by David Eddy Spicer, Roland Stark, and Martha Stone Wiske from WIDE World, describing their process of measuring learning in online professional development.

Promising Practices

Key Strategies to Educate Public Child Welfare Workers and Improve Child Welfare Systems

Joan Levy Zlotnik, Mary McCarthy, and Katharine Briar-Lawson review research and evaluation findings on public agency–university partnerships to educate public child welfare workers and the impact of such partnerships on workforce retention.

Promising Practices

Coaching for Quality

Sarah Jonas describes the Children's Aid Society's model of site-based coaching for quality after school programming and the supports they provide to build the capacity of their coaches.

Questions & Answers

A Conversation with Thomas R. Guskey

Thomas R. Guskey of the University of Kentucky discusses his five-step process for evaluating professional development in education and its connection to professional development planning.

Promising Practices

Engaging Stakeholders in Professional Development and Its Evaluation

Ila Desmukh Towery and Rachel Oliveri offer lessons for engaging teacher and student stakeholders in the evaluation of a professional development program.

Ask the Expert

Who is the Afterschool Workforce?

Beth Miller, senior research advisor to the National Institute for Out-of-School Time (NIOST), and Ellen Gannett, codirector of NIOST, discuss the characteristics of the after school workforce.

Beyond Basic Training

Thinking Like an Educator: An Integrative Approach to Preparing Educators

Veronica Boix Mansilla and Robert Kegan from the Harvard Graduate School of Education describe a new course that uses an integrative approach to help education students learn to “think like an educator.”

Evaluations to Watch

Staff Characteristics and Professional Development in Quality After School Programs

Denise Huang describes her work with the National Partnership for Quality Afterschool Learning to identify best practices for learning in after school programs, including characteristics of effective professional development.

Evaluations to Watch

Examining the Efficacy of Two Models of Preschool Professional Development in Language and Literacy

Nancy Clark-Chiarelli from Education Development Center, Inc. describes an evaluation of two approaches to early literacy professional development—one with a traditional face-to-face mode of delivery and one with a technology-enhanced component.

Evaluations to Watch

Theory of Action in Practice

Claudia Weisburd and Tamara Sniad from Foundations, Inc. describe the use of a theory of change and a theory of action to help address questions about how to develop and evaluate professional development for after school staff.

Evaluations to Watch

Building an Evaluation Tool Kit for Professional Development

Jennifer Buher-Kane, Nancy Peter, and Susan Kinnevy of the Center for Research on Youth and Social Policy at the University of Pennsylvania share their experience of creating a tool kit designed specifically for those who provide professional development to out-of-school time program staff.

Evaluations to Watch

Evaluating a Professional Development “Cascade”: From Facilitators to University Faculty to Early Childhood Providers

Caroline Wilkinson and Shelley Billig from RMC Research Corporation describe their evaluation of the New England Professional Development Initiative's cascade approach to professional development in early childhood education.

New & Noteworthy

The New & Noteworthy section features an annotated list of papers, organizations, initiatives, and other resources related to the issue's theme of Professional Development.

New & Noteworthy: Expanded Web Only Version

This web only version of the New & Noteworthy section features an expanded annotated list of papers, organizations, initiatives, and other resources related to the issue's theme of Professional Development.

This issue of The Evaluation Exchange was published by Harvard Family Research Project. The managing editors for the issue were Holly Kreider , Ed.D., project manager, and Suzanne Bouffard, research analyst. It was produced by Marcella Michaud, publications/communications manager, and Carrie-Anne DeDeo, publications editor. All rights reserved. This periodical may not be reproduced whole or in part without written permission from the publisher. To request reprint permission or multiple hard copies of the issue email hfrp_pubs@gse.harvard.edu.

Harvard Family Research Project gratefully acknowledges the support of the William T. Grant Foundation, the John S. and James L. Knight Foundation, the Annie E. Casey Foundation, the Marguerite Casey Foundation, the Ewing Marion Kauffman Foundation, the W. K. Kellogg Foundation, and the Charles Stewart Mott Foundation. The contents of this publication are solely the responsibility of Harvard Family Research Project and do not necessarily reflect the view of our funders.

Free. 24 Pages. [EEXI-4].

© 2014 Presidents and Fellows of Harvard College
Published by Harvard Family Research Project