Well, said, Lynda:
At 05:29 PM 5/10/2007, you wrote:

>   Looking at the topic from another way-the bottom-line-lately I've 

> been thinking about how  professional developers, trainers, 

> teachers, and others can know that a "professional development" 

> activity or course or session has been successful. How is change or 

> growth captured and evaluated?  Is a person a better teacher 

> because she fulfilled the requirements of an online course (or a 

> 3-day workshop, or an internship)? If so, how do we know?  Delivery 

> doesn't automatically mean receipt, understanding, and  effective 

> and appropriate use. This is an ongoing question for me, but I look 

> forward to talking with you next week about issues that may be 

> somewhat easier to answer.


Learning is change, but it is invisible. We can only "see" it by it's 
outcomes, which may be measurable. It would be valuable to have 
programs determine the change that occurs after PD takes place and 
come up with meaningful ways (not quizzes, not classroom 
observations, not student progress) to evaluate the impact of the 
learning that occurs. Leecy 
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