Robert Brinkerhoff's Success Case Method:
Brinkerhoff's six stage model is a comprehensive evaluation model that incorporates the results oriented aspects of the business and industry models and also the formative, improvement-orientated aspects of educational models (a systems perspective with an emphasis on return on investment). A basic assumption of the six stage model is that the primary reason for evaluation should be to improve the program (systems perspective).
Peter Rossi's Five-Domain Evaluation Method:
According to this model each evaluation should be tailored to fit local needs, resources, and type of program. The Rossi model emphasizes five primary evaluation domains.
1. The needs of the program
2. Design of the program
3. Program implementation and service delivery
4. Program impact or outcomes
5. Program efficency
This definition of effective teaching includes curriculum and course development, advising, supervision of student research and classroom performance. No single approach is sufficient for evaluating effective teaching. Aside from student performances and improvements, there are other ways for teachers to evaluate their own instruction. These include student and peer evaluations, and self-reviews as described below:
Student Review - Student ratings and evalutations, student interviews and long-term follow-up with former students using interviews or surveys.
Peer Review - Classroom visits (at least two visits by two observers) and evalutation of materials used in instruction.
Self-Review - Reflection on teaching activities, reports, self-reviews and measures on student achievement.
Most of the evaluation methods in the textbook were developed in the 1970s and 1980s. Before Web 2.0 tools and social media were used to improve instruction and learning. It would have been beneficial to learn about new evaluation designs and methods that look at the modern learning environments, both classroom and online. It would be interesting to see if there are any similiarities and differences than the ones reviewed in this section.
As the facilitator of this professional development project and as a leader, the first task is to motivate your staff to participate willingly and enthusiastically in the sessions. This will involve selling them on the ways even a little bit of technology can be used to benefit their classrooms. The sessions should focus on one computer classrooms, inexpensive or free programs, ways to use technology in centers and things that the participants can do on their own that will help make them more effective in the classroom. One session might also focus on involving the participants in decision making about how available resources can be shared equitably and effectively, while also highlighting grant opportunities and ways of involving business partners. Sessions should allow the staff to develop their knowledge and competence in the use/application of technology in ways that they can also use to lead in the classroom.
The deficits in the public education has forced teachers do the best they can with the resources they have which in most school districts is not very much. Money and time constraints are big issues for teacher-leaders who have to provide professional development for school staff. It is important to know what resources are available such as faculty, staff, facilities, money, equipment and technology. Also to be able to plan learning activities with those resources. Another option I would try is to find other staff knowlegable or motivated in the subject/topic and get them involved to help me facilitate an effective training seminar.