The goal of the course is to assure that the resident teachers in the PDL have the opportunity to enhance their own skills as collaborators, facilitators, and researchers so that they can provide the best possible laboratory experience for visiting teachers. PDL has been evaluated every year since 1993. Evaluation reports were based upon information obtained through interviews, survey data, PDL district document reviews, and focus groups of previous participants. Principals were interviewed and the evaluation teams also reviewed relevant program documents, district plans, coaching and action plans. Internal evaluations were also completed by PDL participants who had finished the core cycle and reviewed to assess the quality of the PDL experience.
Effective implementation requires adequate funding, staff and organization.
It is important that the goals of the PDL connect with major school reform efforts. Time needs to allocated for conferencing between resident and visiting teachers. Although evidence of changes in teacher behaviors, attitudes, and level of professionalism have been documented, strategies and methodologies to measure the direct outcome of the program on student learning can be problematic. Training in peer coaching for resident teachers and site facilitators in the program are needed. PDL-A new perspective on professional development.