SETDA's NLI Toolkit 2003 - High Quality Professional Development


	1. Chapter Summary 2. Framework for Analyzing Models 3. Essential Questions 4. Matrix of PD Models 5. Position Statement on PD for Administrators 6. Promising Practices 7. Resources & Readings 8. Next Steps

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A Framework for Analyzing Professional Development Models

Barbara Means (1994) proposed that if technology is to serve as a transforming agent in schools, its success or failure will be more dependent on human and contextual factors than on hardware or software.
Means, B. (ed). (1994). Technology and education reform: The reality behind the promise. San Francisco: Jossey-Bass.

A framework was created to assist in evaluating the quality of professional development models which utilize technology in the teaching and learning process. The framework is presented as a diagram which defines the criteria for analysis of the models and shows the interrelatedness of the criteria. The diagram is based upon one created by the Educational Technology Expert Panel and presented in its report, "Exemplary and Promising Educational Technology Programs 2000."

The framework subgroup began with the Expert Panel's original diagram and applied it to high quality professional development models that promote teaching and learning with technology. The result is a detailed concept map in three levels, with each successive level providing more specificity.

This framework requires that education technology programs and professional development initiatives be organized around educationally significant goals that are linked to student learning. The framework places three programmatic elements-learning, equity, and organizational change-at the same level and urges that initiatives pursue systemic changes among them. Using this understanding, technology is to be evaluated in terms of its effective use in the system, rather than its particular features, power, or clever applications.

Rationale

This framework will serve to assist leaders in:

Mapping a plan for professional development.
Assessing existing models for programmatic improvement.
Providing technical assistance to local education authorities (LEAs) as they refine initiatives for professional development.
Developing a common language for quality professional development.
Assessing the adaptability, sustainability, and scalability of existing models.

Criteria

The framework demonstrates that high quality professional development:

Addresses significant educational issues, identifies goals, and provides a design supported by research.
Contributes to educational excellence for all.
Improves student learning in PK-12 classrooms.
Promotes organizational change.
Includes evaluation and evidence of efficacy.
Serves as a model for other educational institutions because it is sustainable, adoptable, and scalable.

The Framework | Diagram