The Harvard Family Research Project separated from the Harvard Graduate School of Education to become the Global Family Research Project as of January 1, 2017. It is no longer affiliated with Harvard University.
Volume XI, Number 4, Winter 2005/2006
Issue Topic: Professional Development
New & Noteworthy: Expanded Web Only Version
The New & Noteworthy section features an annotated list of papers, organizations, initiatives, and other resources related to the issue's theme.
Annie E. Casey Foundation. (2003). The unsolved challenge of system reform: The condition of the frontline human services workforce. Baltimore, MD: Author. This report by the Casey Foundation explores the job conditions of the frontline workers who play a valuable role in the lives of children and families. The report includes profiles of current conditions, challenges faced by frontline workers, and strategies for improving human services delivery. The report also outlines eight factors that pose the greatest challenge to this workforce and describes approaches to significantly improve staff recruitment and quality. www.aecf.org/initiatives/hswi/report_rev.pdf
At issue: Evaluation. (2003, Fall). Journal of Staff Development, 24(4). The National Staff Development Council devotes the fall 2003 issue of its journal to evaluation techniques, focuses, and funding in K–12 education. Many of the articles emphasize the need to move beyond evaluating immediate participation satisfaction with program delivery to evaluation techniques and questions that measure the success of professional development programs in terms of ultimate student achievement. www.nsdc.org/library/publications/jsd
The After School Corporation (TASC). After-school toolbox: Training and professional development. New York: Author. Viewing professional development as essential method to increasing and ensuring quality of service for children and families, TASC offers series of training sessions for program directors and staff organized by skill level. These sessions addresses parent–family–community partnerships, program sustainability and growth, and evaluation and outcome measurement. While TASC offers its core training centrally, needs-specific training is available through TASC's Site-Based Professional Development Program at no cost to affiliated after school community-based organizations. www.tascorp.org/toolbox/training
Bloom, P. J. (2005). Blueprint for action: Achieving center-based change through staff development, 2nd Ed. Beltsville, MD: Gryphon House. This book offers center-based directors a comprehensive method for assessing program strengths and areas in need of improvement. An individualized model of staff development is central to the approach, and case vignettes help ground the concepts in real-life situations. The book includes sample forms and assessment tools that directors can adapt for use in their own programs. www.ghbooks.com/Showbook.cfm?code=28877
Bringing yourself to work. This training and research project for directors and staff of after school programs is built on research and practice showing that “the quality of relationships among staff and children can make or break an after-school program.” Its goal is to promote self-awareness, reflection, and social-emotional competencies among providers, in order to facilitate positive relationships between providers and youth and higher program quality. Resources include a book of the same name by project directors Michelle Seligson and Patricia Jahoda Stahl, trainings, and development of a training manual.
Critical links: A professional inquiry process. This professional development tool leads teachers through an inquiry process to develop questions about their classroom practice, gather evidence, and share the results in a learning community. www.criticallinks.org/launch/index.html
Davis, S., Darling-Hammond, L., LaPointe, M., & Meyerson, D. (2005). School leadership study: Developing successful principals. New York: Wallace Foundation and Stanford Educational Leadership Institute. This review of research is the first in a series of reports that examines the effectiveness of eight pre- and in-service program models of principal preparation programs in five states. A key finding of the review suggests that effective programs are research based, have curricular coherence, and use cohort groupings and mentors. www.wallacefoundation.org
Desimone, L. M., Porter, A. C., Garet, M. S., Yoon, K. S., & Birman, B. F. (2002). Effects of professional development on teachers' instruction: Results from a three-year longitudinal study. Educational Evaluation and Policy Analysis, 24(2), 81–112. This study examined the effects of professional development on teachers' instruction. When professional development focused on specific instructional practices, teachers' use of those practices in the classroom increased. Active learning opportunities in professional development increased its effect on teaching. edtech.connect.msu.edu/aera/pubs/eepa/abs/eepa24/eepa2421.htm
Downs, A. (2006). Standards-based evaluation for teachers. Harvard Education Letter, 22(2), 4–6. This article describes a comprehensive teacher evaluation system in a public school district in Maryland. In the model, evaluation, under the broader scope of staff development, is tied to six performance standards and used to continuously improve teacher capacity. Teachers are assessed in part on student learning, as measured by test scores and formative assessments. Those who do not meet performance standards receive peer assistance and review. The majority of educators in the district find the system highly effective. www.edletter.org
DuFour, R., Eaker, R. and DuFour, R. (Eds.) 2005. On Common Ground: The Power of Professional Learning Communities. Bloomington, IN: Solution Tree. In essence a primer on the philosophical underpinnings of professional learning communities and on the practical steps schools must take to create them, On Common Ground offers a conceptual framework and specific strategies for developing professional learning communities. Although each of the authors has a unique perspective, the consensus of all is the importance of professional learning communities as the means to authentic, sustained school reform. The professional learning community model articulates the strategies that are considered most effective by the authors. The model allows educational experts to move beyond their differences, and truly be on common ground. A free study guide is available on the website. www.solution-tree.com
Education Week (July 27, 2005). This issue of Ed Week offers an informative focus on the forms, need and impact of professional development. Articles investigate innovative approaches to professional development in education, such as online courses and literacy coaching. The issue also includes an editorial on traits of professional development that increase student performance and achievement. www.edweek.org/ew/toc/2005/07/27/index.html
Garza, P., Borden, L, & Astroth, K. (Eds.) (2004). Professional development for youth workers: New directions in youth development (No. 104). San Francisco: Wiley Periodicals, Inc. This issue focuses on the professional development of youth workers, highlighting key opportunities available to youth workers in the U.S. Chapters cover the history, progress and lessons learned from professional development for youth workers, efforts to formulate competencies and build an infrastructure for professional development, the role of national intermediaries that work with local organizations to enhance staff capabilities, and opportunities occurring in higher education settings. gov.wiley.com/WileyCDA/WileyTitle/productCd-0787978612.html
Keeping professional learning on track with evaluation. (2004, Spring). Notes & Reflections, 6. This issue of the North Central Regional Educational Laboratory's online newsletter underscores the importance of evaluating professional development to ensure its effective impact on teachers' learning and student achievement. A tool kit included in the newsletter offers strategies and resources for evaluating teacher reactions, teacher learning, organizational support, classroom implementation, and student learning outcomes.
Halpern, R. P. (in press). Bibliography on nonprofit sector workforce issues. Kansas City, MO: American Humanics. R. Patrick Halpern, in conjunction with American Humanics and the Initiative for Nonprofit Sector Careers, has compiled a Bibliography on Nonprofit Sector Workforce Issues, a selected annotated bibliography, and a soon-to-be released summary of his research entitled Workforce Issues in the Nonprofit Sector: Generational Leadership Change and Diversity. The topically organized bibliography covers research on workforce issues facing the nonprofit sector today, including workforce diversity and inclusiveness, workforce pipeline, leadership development, volunteer management and fundraising professionals, subsector workforce trends and needs, nonprofit sector careers, and general trends in the U.S. workforce. For a copy of the bibliography or for more information about American Humanics and the Initiative for Nonprofit Sector Careers, email nonprofitcareers@humanics.org.
Le Menestrel, S., & Dennehy, J. (2003). Building a skilled and stable workforce: Results from an on-line survey of out-of-school time professionals. Wellesley, MA: National Institute on Out-of School Time and the AED Center for Youth Development and Policy Research. This report summarizes the findings of an Internet-based survey completed by 351 out-of-school time (OST) program staff in nearly all 50 states. The survey focuses on challenges and barriers to building the OST workforce and provides a snapshot into the lives of existing OST staff. niost.skeeydev.net/clearinghouse/documents/buildskillstablework.pdf
Levine, A. (2005). Educating school leaders. Washington, DC: Education Schools Project. This report, written by the president of Columbia University Teachers College, critiques the quality of university-based preparation programs for school administrators. The 4-year study revealed that these programs suffer from curricular disarray, low admissions and graduation standards, and inadequate clinical instruction. Recommendations for improvement include redesigning education leadership programs to have focused and rigorous instruction in management and education. The report positions postdegree professional development by way of certificate-based short-term programs as a more effective way for administrators to advance through career stages.
Light, P. C. (2003, March). The health of the human services workforce. Washington, DC: Center for Public Service, The Brookings Institution. This report provides findings and recommendations resulting from a national random-sample survey by Princeton Survey Research Associates of 1,213 childcare, child welfare, youth services, juvenile justice, and employment and training workers. The report finds that although human service workers are deeply committed to helping children, youth, and families, there are disparities between their workload (what they were asked to do) and their resources (how they were equipped for tasks). The report also discusses conditions believed to be essential for a healthy human services workforce. www.aecf.org/initiatives/hswi/cps_final.pdf
Massachusetts After-School Research Study (MARS). Pathways to success for outh: What counts in after-school. Arlington, MA: Intercultural Center for Research in Education and Wellesley, MA: National Institute on Out-of-School Time. In an effort to identify the hallmarks of successful after school programs, the MARS study looks at structural aspects (location, size, schedule, years of operation, population served, and program goals) and staff characteristics (experience, educational background, pay, and training) to assess their relationship to each other as well as their effects on program quality and youth outcomes. Concluding that “staff counts” in implementing high-quality programs, the study finds that ongoing professional development opportunities, and linking compensation to advancement toward achieving professional qualifications, result in higher overall quality in youth programs. Among its policy recommendations are a “well defined career pathway . . . leading to ongoing professional growth.” www.uwmb.org/MARS-Report.pdf
National Youth Development Information Center. NYDIC is a “one-stop” website for youth workers with interest in any and all of the following areas: funding, programming, research, policy, job and training opportunities. www.nydic.org/nydic
National Youth Development Learning Network: A Project of the National Collaboration for Youth. (2005). Professional development e-newsletter. This online series explores promising strategies to attract, develop, and retain youth development workers. The newsletter provides snapshots of work in the fields of competencies, recruitment and selection, blended learning, mentoring youth workers, certificates, credentials, degrees, and professional associations. www.nydic.org/nydic/staffing/profdevelopment/index.htm
National Youth Development Learning Network. (n.d.). National Collaboration for Youth Competency Observation Assessment Tool. Washington, DC: Author. This series of checklists assesses the levels to which youth workers have developed competence in the necessary areas. As a coaching tool rather than a performance review instrument, the Assessment Tool is designed to be used flexibly, in whole or in part, to suit an organization's needs; it could also be used as a training outline. Categories of competency assessment include communicating and developing positive relationships with youth, adapting and facilitating age-appropriate activities, involving and working with families and communities, and identifying potential risk factors. www.nydic.org/nydic/documents/Tool%20FINAL.pdf
NEA Foundation for the Improvement of Education (2003). Using data about classroom practice and student work to improve professional development for teachers. This issue brief points out that data can be used not just to evaluate professional development, but to inform its design—both in terms of the substance of training and broader decisions about resource allocation, content, and delivery of professional development. The brief highlights international examples of using student data to improve teacher instruction. www.neafoundation.org/publications/usingdataIB.pdf
Neville, K., Sherman, R., & Cohen, C. (2005). Preparing and training professionals: Comparing education to six other fields. Washington, DC: The Finance Project. Comparing practices in public education to the fields of accounting, architecture, firefighting, law, nursing and law enforcement, this study examines preservice preparation, in-service professional development, professional development for managers (school principals and superintendents), and financing professional development. The study concludes that in almost all respects, standards for professional development in other fields are more consistent and less fragmented than those in education, and that the need for improvement could be met by adaptation of some of those fields' practices and standards. www.financeproject.org/Publications/preparingprofessionals.pdf
Next Generation Youth Work Coalition. (2006, February). Next Generation Work Coalition Bulletin, 1. The Next Generation Youth Work Coalition , which grew out of a 2004 meeting of youth work professionals to develop a vision for a youth development workforce system, has published its first quarterly bulletin. The Coalition's vision is of a strong, valued youth work profession whose workforce is stable, prepared, supported and valued. The Bulletin is designed to further the Coalition's goals through documentation, education, and communications. www.nassembly.org
North Central Regional Educational Laboratory (NCREL). (2004, Spring). Evaluation: An essential tool for managing professional development. Notes & Reflections, 6. This issue of NCREL's online newsletter underscores the importance of evaluating professional development to ensure its effective impact on teachers' learning and student achievement. This tool kit offers strategies and resources for evaluating the multiple levels of teacher reactions, teacher learning, organizational support and classroom implementation, and student learning outcomes.
Phillips, J., Phillips, P., & Hodges, T. (2004). Make training evaluation work. ASTD Press. Evaluation is a key factor in proving the value of professional training, yet many organizations still struggle with implementing a fully functional evaluation program that is integrated throughout the learning process. Beginning with a discussion of the real challenges and myths surrounding evaluation, this book illustrates how to start, organize, develop, and integrate evaluation data into an organization, including sections on how to select the right evaluation model, get needed expertise and resources, and communicate results. The book contains assessment tools, templates, and other resources to make evaluation an integral valued organizational imperative. store.astd.org/product.asp?prodid=2849&deptid=
Reisner, E. R., White, R. N., Russell, C. A., & Birmingham, J. (2004). Building quality, scale, and effectiveness in after-school programs: Summary report of the TASC evaluation. New York: Policy Studies Associates, Inc. This report summarizes findings from a five-year evaluation of large-scale after school programs supported by The After-School Corporation (TASC) in New York City. The summary identifies program practices associated with student benefits. Evaluation evidence suggests that providers' participation in training and technical assistance was important in promoting project quality. www.policystudies.com/studies/youth/Evaluation%20TASC%20Programs.html
Resnick, L. B. (ed.). (2005, Summer). Teaching teachers: Professional development to improve student achievement. Research Points: Essential Information for Education Policy, 3(1), 1–4. This article reveals professional development methods that have the greatest impact on student learning. These methods include professional development that targets the specific subject matter, standards, and assessments that teachers use in the classroom. In addition, the article finds professional development more likely to be effective if it is sustained over time and provides teachers with a way to directly apply it to their teaching. www.aera.net
Smith, C. (in press). Evidence of effectiveness for training in the High/Scope participatory learning approach (High/Scope Research Brief). Ypsilanti, MI: High/Scope Educational Research Foundation. This research brief provides evidence of effectiveness for training developed and delivered by High/Scope's Youth Development Group. Evidence is reviewed across four levels: customer satisfaction, staff knowledge gained, effects on staff performance, and youth outcomes. The author also suggests that training may be effective when it is research based, when organizations support individual learning efforts, when trainees are part of larger systemic initiatives, and when training aligns with a validated assessment tool.
South Carolina Education Oversight Committee. (2005). The teacher specialist on site program: Year three summative review. This report documents the evaluation of the Teacher Specialist on Site (TSOS) Program, a technical assistance strategy mandated in the Education Accountability Act of 1998, in South Carolina. Administered by the State Department of Education, the TSOS Program matches exemplary teachers to work in coaching roles with teachers in schools rated Unsatisfactory or Below Average. The report provides documentations of circumstances in which the model successfully demonstrated improvements in student achievement and/or school ratings. www.sceoc.com
* Because of limitations on space, we were unable to include as many new and noteworthy resources as we would have liked in the print version of this issue. This online version includes all citations listed in the print version along with several others. To be notified of any Web-only content in the future you can sign up to receive the electronic version of The Evaluation Exchange by email.