Process Standards. The planning, design, and delivery of staff development Rating Descriptors Artifacts to Consider Standard Offering Indicators Look for... 0 1 2 3 3. HQPD is designed 3.1 Student data from Analysis of student The developer of the professional development offering… multiple sources1 and/or educator data based on analyzing Uses neither Uses student or Uses student or Uses student and inform decisions and evidence of how data relevant to the educator nor educator data educator data educator data about professional identified goals, that data was used, student data to from a single from multiple from multiple development offering objectives, and found in one or more of make decisions source to make sources to make sources to make goals and learning audience. the following: about goals, decisions about decisions about decisions objectives for the  Needs assessment learning goals and goals and goals and learning intended audience. data objectives, or learning learning objectives. 3.2 Educator data from  Planning documents audience. objectives. objectives. multiple sources  Presentation slides inform decisions  Other documents about professional development offering goals and learning objectives for the intended audience. Multiple sources can be varied sources (e.g., state assessment data, vendor assessment data, and formative assessment data) o r the same source used over time (e.g., results 1 of fall and winter benchmark assessments).
Process Standards. The planning, design, and delivery of staff development Standard Offering Indicators Artifacts to Consider Look for... Rating Descriptors 0 1 2 3 3. HQPD is designed based on analyzing data relevant to the identified goals, objectives, and audience. 3.1 Student data from multiple sources1 inform decisions about professional development offering goals and learning objectives for the intended audience. 3.2 Educator data from multiple sources inform decisions about professional development offering goals and learning objectives for the intended audience. Analysis of student and/or educator data and evidence of how that data was used, found in one or more of the following:  Needs assessment data  Planning documents  Presentation slides  Other documents The developer of the professional development offering… Uses neither educator nor student data to make decisions about goals, learning objectives, or audience. Uses student or educator data from a single source to make decisions about goals and learning objectives. Uses student or educator data from multiple sources to make decisions about goals and learning objectives. Uses student and educator data from multiple sources to make decisions goals and learning objectives. 1 Multiple sources can be varied sources (e.g., state assessment data, vendor assessment data, and formative assessment data) o r the same source used over time (e.g., results of fall and winter benchmark assessments).