This paper evaluates the effect of the Diploma in Education (Dip/Ed) in-service teacher education programme at the School of Education, University of the West Indies (UWISOE), on secondary school teachers and their work. The (UWISOE), funded by the Ministry of Education (MOE) in Trinidad and Tobago (T&T) is the body responsible for providing the professional education of secondary school teachers who are already classroom teachers. UWISOE fulfils this responsibility through its Dip/Ed programme.

This paper reports on an evaluation of the programme that sought to elicit teachers’ views on its effectiveness in providing professional development experiences that facilitated the delivery of quality instruction that is relevant to their singular context and that promoted advocacy. This paper will focus on the following research questions from this evaluation:

• What are teachers’ experiences of the Dip/Ed Programme?
• To what extent have teachers’ expectations of the Dip/Ed been met?
• How have teachers’ practice changed as a result of engaging in the Dip/Ed programme? 

These three questions provide an interesting examination of the effect of the professional development programme as teachers experience it and also the scope of change resulting from such professional development. The study is located within the field of Teacher professional development and evaluation of professional development and draws from the literature on models of evaluating teacher development and continuous professional development (CPD) programmes.  In particular this study used the following models as theoretical and conceptual lenses: Guskey’s (2002) model of evaluating the impact of CPD on teachers’ practice; Ottoson’s (2000) model of evaluating continuous development programmes and Guba and Lincoln’s (1989) Fourth Generation evaluation model.

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