Artifacts to Rating Descriptors Standard Offering Indicators Consider 0 1 2 3 Look for... 7. HQPD models good 7.1 Professional Evidence of how The professional development offering… pedagogical development uses research-based adult to Incorporates Incorporates Incorporates practice and effective, research- learning practices incorporate  Research-  Research-  Research- applies knowledge based, adult learning were employed in the research-based of adult learning strategies. design and adult learning adult learning based adult adult learning strategies that strategies that learning theory to engage implementation of 7.2 Professional strategies that educators.4 promote active promote active strategies that professional development promote active development, found in engagement. engagement promote active incorporates engagement. and engagement one or more of the strategies to actively and following:  Modeling of engage learners. practices and  Modeling of  Feedback form or 7.3 Professional practices and  Choices in development survey results learning  Personaliza- facilitators model the (questions related to experiences. tion and practices needed to the quality of differentiation attain goals and facilitator’s practice to meet and the teacher’s learning objectives. educators’ perception of 7.4 Professional unique engagement) development learning  Facilitator’s guides includes needs. personalizing and  Observation notes differentiating to and records meet educators’  External evaluation unique learning reports Note that the difference between a 2 and 3 rating is whether learners are given a choice in content or activities based on either personal preference or their own understanding 4 of their needs, or whether the offering was specifically designed to differentiate learning experiences based on a formal or informal assessment of learner needs (the latter s hould receive a 3 rating; the former should receive a 2).
Standard Offering Indicators Artifacts to Consider Look for... Rating Descriptors 0 1 2 3 7. HQPD models good pedagogical practice and applies knowledge of adult learning theory to engage educators.4 7.1 Professional development uses effective, research- based, adult learning strategies. 7.2 Professional development incorporates strategies to actively engage learners. 7.3 Professional development facilitators model the practices needed to attain goals and learning objectives. 7.4 Professional development includes personalizing and differentiating to meet educators’ unique learning Evidence of how research-based adult learning practices were employed in the design and implementation of professional development, found in one or more of the following:  Feedback form or survey results (questions related to the quality of facilitator’s practice and the teacher’s perception of engagement)  Facilitator’s guides  Observation notes and records  External evaluation reports The professional development offering… to incorporate research-based adult learning strategies that promote active engagement. Incorporates  Research- adult learning strategies that promote active engagement. Incorporates  Research- adult learning strategies that promote active engagement and  Modeling of practices and  Choices in learning experiences. Incorporates  Research- based adult learning strategies that promote active engagement and  Modeling of practices and  Personaliza- tion and differentiation to meet educators’ unique learning needs. 4 Note that the difference between a 2 and 3 rating is whether learners are given a choice in content or activities based on either personal preference or their own understanding of their needs, or whether the offering was specifically designed to differentiate learning experiences based on a formal or informal assessment of learner needs (the latter s hould receive a 3 rating; the former should receive a 2).
AppendixG.docx