• Publications
  • Influence
Evaluating professional development
Foreword - Dennis Sparks Acknowledgments About the Author Introduction 1. What Is Professional Development? 2. What Is Evaluation? 3. Practical Guidelines for Evaluating Professional Development 4.Expand
  • 2,094
  • 429
Professional Development and Teacher Change
This article describes a model of teacher change originally presented nearly two decades ago (Guskey, 1986) that began my long and warm friendship with Michael Huberman. The model portrays theExpand
  • 2,194
  • 372
  • PDF
Staff Development and the Process of Teacher Change
This article presents a model that describes the process of teacher change, particularly through staff development programs. The model suggests a temporal sequence of events that is hypothesized toExpand
  • 1,520
  • 205
Does It Make a Difference? Evaluating Professional Development
Using five critical levels of evaluation, you can improve your school's professional development program. But be sure to start with the desired result—improved student outcomes. Educators have longExpand
  • 597
  • 99
  • PDF
What Makes Professional Development Effective?
After an examination of 13 recent lists of characteristics of "effective professional development," Mr. Guskey concludes that they vary widely and that the research that supports them is inconsistentExpand
  • 733
  • 98
  • PDF
Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation☆
Abstract This paper describes an exploratory study designed to investigate the relation between selected teacher perceptions past research has shown to be shared by highly effective teachers, andExpand
  • 1,038
  • 95
What Works in Professional Development?
hat do we really know about the relationship between professional development and improvements in student learning? What evidence validates that relationship, and how trustworthy is that evidence?Expand
  • 663
  • 66
  • PDF
Teacher Efficacy: A Study of Construct Dimensions
This study examined the structure of a construct generally labeled teacher efficacy. A sample of 342 prospective and experienced teachers was administered an efficacy questionnaire adapted from theExpand
  • 938
  • 59
Analyzing Lists of the Characteristics of Effective Professional Development to Promote Visionary Leadership
In recent years, different researchers and research agencies, teacher associations, national education organizations, and the U.S. Department of Education have published lists of the characteristicsExpand
  • 210
  • 50
Closing Achievement Gaps: Revisiting Benjamin S. Bloom's “Learning for Mastery”
The problem of achievement gaps among different subgroups of students has been evident in education for many years. This manuscript revisits the work of renowned educator Benjamin S. Bloom, who sawExpand
  • 205
  • 39
  • PDF