Assessment of Professional Development Systems: Improving Rural Special Education Services

Rural Special Education Quarterly, Fall 2003 by Rude, Harvey A, Brewer, Robin D

The quality performance measure, reducing the teen pregnancy rate, brought the community resources together in a focused coalition. After four years of working in partnership to address this concern, the county reduced the teen pregnancy rate to 7 per 1,000 girls ages 10-17 (from 24 girls per 1,000). The highest rate in the state was transformed into the lowest rate in the state due in large measure to combined community efforts that produced the desired result. The story of Tillamook's turn-around was an evolutionary process with various partners bringing forth contributions at different points in time. The controversial nature of the challenge was turned into an asset by viewing the quality performance measure as an opportunity to turn the curve into a positive and desired direction using personal development strategies.

Model Number Four: Quantitative Data Measures

The focus on state mandated standards of learning and large-scale assessment measures have placed significant attention on the necessity of quantitative data measures. In addition to required measures adopted by state education agencies, rural schools can demonstrate their unique areas of effectiveness by tracking selected quantitative measures of professional development impact. There are many quantitative measures of professional development that can be beneficial in determining the relevance and impact of professional development for participating educators. A guiding ideal in the selection of quantitative data measures is the adage that "not all data measures are created equal." In other words, the time and effort required to collect quantitative data must be justified by the value to improving the professional development system and ensuring the knowledge and skills gained by participants are benefiting the learning and results demonstrated by students. In all cases, it is imperative to link quantitative indicators of teacher professional growth and development with concomitant improvement in student learning and results.

Guskey (2000) identified outcomes that are gained by participants in professional development as positive changes in measures of dispositions, knowledge, skill practice, skill application, and mastery. The measures most convenient to document include changes in participants' knowledge. The impact on student learning is a function of changes in outcomes that are more difficult to document including professional dispositions and skill demonstrations. To cultivate quantitative measures of each, it is helpful to design assessment rubrics to allow for the numerical representation of effectiveness. Fessler (1995) summarized seven major models of professional development to enhance professional knowledge and skills. These include: a) training, b) observation/ assessment, c) involvement in a development/ improvement process, d) study groups, e) inquiry/ action research, f) individually guided activities, and g) mentoring. There are significant differences in the various models represented. Some stress broad-based perspectives on improvement and growth in the profession while others place a strong emphasis on individuals' developmental levels and the different approaches educators use to reflect and integrate new experiences.