Is it working? Tracking outcomes of Professional Development Evaluation level What it measures How to measure it (examples) 1. Participant Did participants find it useful and End-of-PD questionnaires reactions/satisfaction understandable? This level is not a sufficient evaluation on its own 2. Participants’ What skills and knowledge did participants Written responses/assessments on pedagogy, learning gain? content-area knowledge, etc. How do metrics in post-assessments (of Surveys to determine change in educator participants) compare to those in formative perspectives assessments? Presentations 3. Organizational Did the school/district facilitate and support District/school records change & support implementation of new skills/knowledge? Minutes from follow-up meetings What resources did the district/school make Teacher/admin questionnaires available? Did implementation affect climate or procedures? 4. Participants’ How did participants use their new Observations application of new knowledge/skills? Educator Evaluation data skills How did educators’ practices change? Lesson/unit Participant reflections Educator plans Student/admin questionnaires 5. Student outcomes What was the impact on student learning, Performance on & local assessments, achievement, behavior, or perspectives? including common assessments What was the impact on inequities between Performance on assessments purposefully student subgroups? aligned to PD objective Student questionnaires (for example, on level of engagement) Student work/other artifacts of practice Student behavior data between subgroups Closure in gaps Classroom observations Adapted from Guskey, Learning walks T. Does it make a Students with Disabilities’ success in inclusive difference? Evaluating classrooms, or progress toward general professional curriculum in substantially separate classrooms development. Tip: Particularly for levels 2 and 4, consider using or adapting the same formative/summative assessments that PD participants completed in order to earn PDPs
Evaluation level What it measures How to measure it (examples) 1. Participant reactions/satisfaction Did participants find it useful and understandable? End-of-PD questionnaires This level is not a sufficient evaluation on its own 2. Participants’ learning What skills and knowledge did participants gain? How do metrics in post-assessments (of participants) compare to those in formative assessments? Written responses/assessments on pedagogy, content-area knowledge, etc. Surveys to determine change in educator perspectives Presentations 3. Organizational change & support Did the school/district facilitate and support implementation of new skills/knowledge? What resources did the district/school make available? Did implementation affect climate or procedures? District/school records Minutes from follow-up meetings Teacher/admin questionnaires 4. Participants’ application of new skills How did participants use their new knowledge/skills? How did educators’ practices change? Observations Educator Evaluation data Lesson/unit Participant reflections Educator plans Student/admin questionnaires 5. Student outcomes Adapted from Guskey, T. Does it make a difference? Evaluating professional development. What was the impact on student learning, achievement, behavior, or perspectives? What was the impact on inequities between student subgroups? Performance on & local assessments, including common assessments Performance on assessments purposefully aligned to PD objective Student questionnaires (for example, on level of engagement) Student work/other artifacts of practice Student behavior data Closure in gaps between subgroups Classroom observations Learning walks Students with Disabilities’ success in inclusive classrooms, or progress toward general curriculum in substantially separate classrooms Is it working? Tracking outcomes of Professional Development Tip: Particularly for levels 2 and 4, consider using or adapting the same formative/summative assessments that PD participants completed in order to earn PDPs
PDOutcomesOverview2016.docx