An effective evaluation of the professional development plan will only emerge when appropriate questions are asked and answered and a final synthesis of the many dimensions is explored. The following questions are ongoing and serve to guide the formative evaluation process:

1. Is what is happening suppose to happen?
2. What professional development benchmarks have been achieved?
3. What facilitating and/or constraining factors have been identified? Are they human or technical?
4. Does a need exist to revise any aspect of the original professional development plan? Why?
5. Can (or should) plan augmentations be made at this time? Why?

At the conclusion of the 2001-02 school year, the following questions will serve to guide the summative evaluation process:

1.  Were the intentions of the professional development plan achieved?
2. Were the intentions of the professional development vision maintained?
3. Were any unintended issues or goals encountered and achieved?
4. Were the strategies appropriate to address the identified needs?
5. Were the strategies worth the resources invested in order to meet the needs?
6. What impact has the professional development plan had on student achievement?
7. What recommendations for the future follow from implementation of the plan?

Answers to the above questions will be used to move our professional development plan beyond the 2001-02 school year. It is beyond the scope of this plan to describe the total evaluation process and its realm in the Baldrige process. To be sure, information derived from an analysis and synthesis becomes data that will be integrated with the Baldrige criteria and process. Each year, four need statements will be established for the district although one or more may continue from the previous year. Professional development will become an integrated part of each resulting action plan. And lastly, professional development activities must be linked to one fundamental outcome-student achievement.