The Effectiveness of Evaluation: Informing Teacher Professional Development Guided by the PrimeD Framework

This study examines an evaluation that used Schwandt’s post-normal evaluation design to create a structure that would capture the uncertainties and complexities encountered in implementing a novel professional development (PD) program at four university teacher preparation programs. Three distinct levels of evaluation were addressed in the study: (1) the evaluation of the PD implementation (RQ 1–2), the evaluation within the project conducted by the PD team internally (RQ 3–4), and an evaluation of the evaluation design itself (RQ 5–6). The PrimeD framework guided the PD implementation and all levels of the evaluation. PrimeD supported continuous collaboration among and within evaluator and implementation teams, which strengthened the focus and consistency of the project vision and goals across all four institutions. Monthly Networked Improvement Community (NIC) meetings provided a forum for participants to share ideas and develop plans for improving their professional practice using Plan-Do-Study-Act (PDSA) cycles. Conclusions, best practices, and contextual challenges were shared across institutions by the participants (teacher candidates, program alumni, classroom mentor teachers, and field experience supervisors). Observations of NIC meetings and focus groups of participants provided the data used to adjust approaches to the implementation and evaluation. Throughout this 5-year PD project, evaluation and research grew to become an integral part of everyday lesson development conversation. The PD implementation team also shared findings across institutions, resulting in modifications of the teacher preparation and early career programs across all four sites that led to better alignment across programs while retaining necessary contextual differences.