2012 UCEA Convention

Examining Measures for PD Evaluation at Scale: Are Teachers’ Self-reports Measuring What We Think They Are? Charlotte Jean Munoz, Vanderbilt University
The author illustrates the difficulty of evaluating the effectiveness of professional development at scale by considering one specific method used to measure the impact of PD – teachers’ self-reports of change – and the alignment between this measure and classroom observation analyses. Using multiple regression analysis, this study shows that these self-reports are not statistically significant in predicting teachers’ development of reform-oriented teaching practices in mathematics classrooms.

Examining the Factors Comprising The Independent School Teacher Development Inventory. John Murray, Auburn University
The aim of this study was to develop and examine the initial psychometrics of an instrument, the Independent School Teacher Development Inventory (ISTDI), designed to measure the professional learning opportunities available in U.S. independent schools. Exploratory factor analysis suggested that the ISTDI was comprised of five factors: traditional, content, coherence, duration, and active learning/ collaboration. Confirmatory factor analysis provided additional support for a five factor structure of the ISTDI.

Professional development training effects on principals’ school leadership behavior: Results from a randomized control trial. Robert James Miller, Texas A&M University - College Station; Roger Goddard, Texas A&M University; Minjung Kim, Texas A&M - College Station; Yvonne Goddard, Texas A&M University; Patricia Schroeder, Texas A&M University
This research sought to determine whether principals used or transferred their newly learned Balanced LeadershipÒ Professional Development (BLPD) knowledge and skills back on the job as reported by the teachers in their charge. Using randomized control groups and hierarchical linear modeling, results from the School Leadership Improvement Study (SLIS) suggest that McREL’s program had a moderating effect attenuating general declines in teachers’ reports of principals’ leadership behavior over a three year period.