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CONTEXTUAL PROFESSIONAL DEVELOPMENT
97
Level One measures the actual skills of the learner as described in Kirkpatrick’s
New World Model (Kirkpatrick, J. W. & Kirkpatrick, W., 2016a). Throughout this stage it
is necessary that the evaluation considers actual skills which are needed to impart the
knowledge and skills necessary to improve job performance (Kirkpatrick, J. W. &
Kirkpatrick, W., 2016a). Ultimately it is necessary to articulate the focus the efforts of the
training facilitated within Level 1. In Table 14, the components to reflect the
methods/tools and appropriate timings to measure reactions to the program.
Table 14 Components to Measure Reactions to the Program
Method(s) or Tool(s) Timing
Engagement
Observations by Director of PD or site-based
administrator.
During professional development training.
Levels of Attendance During professional development
training.
Training evaluation Immediately following professional
development training.
Relevance
Intermittent connections with teachers
during discussions.
During professional development training.
Training evaluation Immediately following professional
development training.
Learner Satisfaction
Intermittent connections with teachers
during discussions.
During professional development training.
Training evaluation Two weeks after the course.
Evaluation Tools
The evaluation of the effectiveness of Kirkpatrick’s New World Model for
teachers participating in the Academies’ PD efforts to contextualized training will be
utilizing a Paper Participant Survey to be completed post-training. The evaluation tool
Object Description
| Title | An evaluation study: quality contextual professional development |
| Author | Neal, Mathew F. |
| Author email | mathewneal@hotmail.com;mathewne@usc.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Organizational Change and Leadership (On Line) |
| School | Rossier School of Education |
| Date defended/completed | 2018-05-10 |
| Date submitted | 2018-08-09 |
| Date approved | 2018-08-09 |
| Restricted until | 2018-08-09 |
| Date published | 2018-08-09 |
| Advisor (committee chair) | Mora-Flores, Eugenia |
| Advisor (committee member) |
Tardibuono, Joan Kaplan, Sandra |
| Abstract | This study explored a performance gap in contextual (data-driven) professional development implementation in K-12 school environments. The purpose of the study was to analyze factors that contributed to the performance gap and present solutions that qualitatively increase professional development implementation. The project used several knowledge, motivation, and organizational change theories within the framework of Clark and Estes’ (2008) gap analysis. Using qualitative data collection, classroom observation, and document analysis, the study found that the employees were lacking in key knowledge, motivation and organizational supports to fully implement the contextual professional development provided. These gaps were then used to present strategies to bridge the performance gaps. |
| Keyword | contextual PD; KMO; K-12; organizational change; Clark and Estes; qualitative study; professional development; data-driven professional development |
| Language | English |
| Format (imt) | application/pdf |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m |
| Contributing entity | University of Southern California |
| Rights | Neal, Mathew F. |
| Physical access | The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright. The original signature page accompanying the original submission of the work to the USC Libraries is retained by the USC Libraries and a copy of it may be obtained by authorized requesters contacting the repository e-mail address given. |
| Repository name | University of Southern California Digital Library |
| Repository address | USC Digital Library, University of Southern California, University Park Campus MC 7002, 106 University Village, Los Angeles, California 90089-7002, USA |
| Repository email | cisadmin@lib.usc.edu |
| Filename | etd-NealMathew-6717.pdf |
| Archival file | Volume3/etd-NealMathew-6717.pdf |
Description
| Title | Page 97 |
| Full text | CONTEXTUAL PROFESSIONAL DEVELOPMENT 97 Level One measures the actual skills of the learner as described in Kirkpatrick’s New World Model (Kirkpatrick, J. W. & Kirkpatrick, W., 2016a). Throughout this stage it is necessary that the evaluation considers actual skills which are needed to impart the knowledge and skills necessary to improve job performance (Kirkpatrick, J. W. & Kirkpatrick, W., 2016a). Ultimately it is necessary to articulate the focus the efforts of the training facilitated within Level 1. In Table 14, the components to reflect the methods/tools and appropriate timings to measure reactions to the program. Table 14 Components to Measure Reactions to the Program Method(s) or Tool(s) Timing Engagement Observations by Director of PD or site-based administrator. During professional development training. Levels of Attendance During professional development training. Training evaluation Immediately following professional development training. Relevance Intermittent connections with teachers during discussions. During professional development training. Training evaluation Immediately following professional development training. Learner Satisfaction Intermittent connections with teachers during discussions. During professional development training. Training evaluation Two weeks after the course. Evaluation Tools The evaluation of the effectiveness of Kirkpatrick’s New World Model for teachers participating in the Academies’ PD efforts to contextualized training will be utilizing a Paper Participant Survey to be completed post-training. The evaluation tool |
