Evaluating a University-Based Professional Development Program for Public Elementary School Teachers

Abstract

Continuing professional development helps teachers adapt to changes in pedagogy, assessment, technology, and research and is therefore essential for modern-day teaching. Higher education institutions can support this process by designing professional development extension programs in partnership with basic education institutions. The aim of this study was to analyze some selected participants’ feedback on a customized professional development program offered by the university to public elementary school teachers. The research design was post-evaluation of a 16-hour professional development program that was delivered over four consecutive Saturdays. This program was developed to address the professional development needs of Teacher I-III, as revealed by a Learning and Development Needs Assessment, and covered classroom management, innovation in assessment, research methods, and statistics. Participants evaluated program implementation as well as the resource speakers. Evaluation forms were used to collect the data. The available data was analyzed using weighted means and verbal interpretation. An overall evaluation of 4.82 was interpreted as Excellent. Excellent evaluations were also received by the speakers and by the overall organization of the program. The activities were also appreciated, as was the degree to which the program objective was accomplished. The initiative also resulted in a formal institutional partnership between the university and the Department of Education. The findings of the study showed highly positive feedback on the program delivery and the organization of the professional development program. Although the evaluations did not assess learning gains, classroom practices and/or intended outcomes, it should be noted that the findings reflect participant feedback and do not indicate that the professional development program was effective.