3. HQPD is designed 3.1 Student data from Analysis of student Uses neither Uses student or Uses student or Uses student based on analyzing multiple sources and/or educator data educator nor educator data educator data and educator data relevant to the inform decisions and evidence of how student data to from a single from multiple data from about professional make decisions to make to make identified goals, that data was used, source sources multiple sources objectives, and development found in one or more of about goals, decisions about decisions about to make decisions audience. program goals and the following: learning goals and goals and about goals and learning objectives objectives, or learning learning learning assessment data for the intended audience. objectives. objectives. objectives. Planning documents audience. Presentation slides Educator data from 3.2 Other documents multiple sources inform decisions about professional development program goals and learning objectives for the intended audience. Rating Descriptors Artifacts to Consider Standard Program Indicators Look for... 0 1 2 3 4. HQPD is 4.1 Formative Examples of how providers The professional development program facilitator… assessment using of assessed to assess the effectiveness Uses Uses Uses Uses neither either both ensure that multiple sources of professional development, Formative Formative Formative Formative it is meeting data measures assess teacher learning, and assessment to assessment to assessment assessment the targeted progress toward modify the program in measure measure using multiple multiple data goals and professional response to data, found in one progress toward progress data sources to sources to objectives. development goals or more of the following: goals and toward goals measure measure progress and learning Knowledge-based pre- and learning and learning progress toward toward goals and objectives for the post-assessments objectives nor objectives or goals and learning objectives intended audience. Formative and summative Summative Summative learning and 4.2 Summative assessments evaluation to evaluation to objectives and Summative evaluation Feedback forms or surveys measure measure Summative evaluation to measures the Follow-up classroom attainment of attainment of evaluation to measure attainment of observations or professional professional measure attainment of professional walkthroughs development development attainment of professional development goals
3. HQPD is designed based on analyzing data relevant to the identified goals, objectives, and audience. 3.1 Student data from multiple sources inform decisions about professional development program goals and learning objectives for the intended audience. 3.2 Educator data from multiple sources inform decisions about professional development program 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: assessment data Planning documents Presentation slides Other documents 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 about goals and learning objectives. Standard Program Indicators Artifacts to Consider Look for... Rating Descriptors 0 1 2 3 4. HQPD is assessed to ensure that it is meeting the targeted goals and objectives. 4.1 Formative assessment using multiple sources of data measures progress toward professional development goals and learning objectives for the intended audience. 4.2 Summative evaluation measures the attainment of professional development goals Examples of how providers assess the effectiveness of professional development, assess teacher learning, and modify the program in response to data, found in one or more of the following: Knowledge-based pre- and post-assessments Formative and summative assessments Feedback forms or surveys Follow-up classroom observations or walkthroughs The professional development program facilitator… Uses neither Formative assessment to measure progress toward goals and learning objectives nor Summative evaluation to measure attainment of professional development Uses either Formative assessment to measure progress toward goals and learning objectives or Summative evaluation to measure attainment of professional development Uses both Formative assessment using multiple data sources to measure progress toward goals and learning objectives and Summative evaluation to measure attainment of Uses Formative assessment multiple data sources to measure progress toward goals and learning objectives and Summative evaluation to measure attainment of professional
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