AN EVALUATION MODEL FOR INSERVICE TEACHER-EDUCATION

In this article, the author argues that good evaluation of teacher inservice education programs should: (1) adopt an explicit standard for good inservice teacher education against which any particular inservice program can be judged, (2) value the effects of inservice programs on teachers' needs for professional experiences, (3) expect and appreciate inevitable differences among teachers and schools in efforts to change educational practices, (4) take a more longitudinal perspective of educational change that might occur as a result of inservice education, and (5) expand the venue for the evaluation beyond the inservice experience and into the school, classroom, or wherever change might be manifest.