Evaluation of a District-wide Inservice Professional Development Program for Teaching Science: Challenges Faced and Lessons Learned

Abstract

Nation-wide dissemination of the Iowa Chautauqua Model for inservice professional development of K-12 science teachers has led to new professional development programs in many states. The Collier Chautauqua Program (CCP) implemented the Iowa Chautauqua model at the district level in Collier County, Florida. A formative evaluation of the implementation of CCP focused on teacher enhancement resulting from participation in the program, teacher concerns regarding classroom implementation of instructional innovations, and issues related to district-wide implementation of the program. Results were communicated regularly to the district administrators responsible for program implementation throughout the two-year period of evaluation. A reflective analysis of the process of formative evaluation reveals challenges involved in conducting evaluation activities, limitations of the use of a survey instrument with Likert-type response scale, and limitations of qualitative approaches to data collection. Identification and discussion of these challenges is useful for improving formative evaluations, which in turn should improve the professional development program informed by such an evaluation.