Criteria For Evaluating Professional Development
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Practice:
Evaluate implementation to document what you are doing
Key Action:
Measure quality of implementation activities
SAMPLE MATERIAL: Criteria for Evaluating Professional Development
Purpose:
This draft rubric for one dimension of magnet program implementation— professional development—is one approach to evaluating the extent to which program activities are effectively implemented. You may wish to adapt elements of this rubric to measure the quality of your own professional development activities, or to prompt discussion of implementation rubrics as a way to determine the quality of other program activities.
Source:
Evaluation team, Chicago Public Schools; About Learning, Inc., external evaluator for Chicago Public Schools’ Magnet Cluster Initiative in 2004. Elements of the rubric are from Charlotte Danielson’s Enhancing Professional Practice: A Framework for Teaching (1996), Alexandria, VA: Association for Supervision and Curriculum Development; and the National Staff Development Council’s Standards for Professional Development at (last accessed December 10, 2008).
1
Practice:
Evaluate implementation to document what you are doing
Key Action:
Measure quality of implementation activities
Dimensions of Implementation – Criteria for Professional Development Dimension – Criteria for Professional Development
Level 1
Level 2
Learning Communities
The training context is appropriate for adult learning, allowing participants reflection and conversation about their questions and needs for improving the learning of all students.
Participants share in a collegial reflection of their work, focused mutually on school or district goals. The professional development is ongoing, and changes in implementation are expected.
Research-based
Offers research-based strategies and tools to meet program goals.
Offers research-based strategies and tools to meet program goals; uses sitebased data for decisionmaking.
Quality Teaching
Recognizes that improvement of the learning of all students is a primary goal of professional development.
Provides knowledge and skills for better understanding student needs and for enhancing instructional services for all students.
Family Involvement
Betters communication with family.
Presents tools for involving families in students’ learning.
** DRAFT FOR DISCUSSION** Level 3 Support structures emphasize a collegial, reflective learning process around specific goals. Leadership guides continuous instructional improvement, supports meaningful practices, and provides appropriate strategies and resources for implementation. Applies research-based strategies in a reflective environment, encouraging teacher research of own applications. Continuous improvement is driven by disaggregated student data. Addresses issues of learning equity: Is understanding and appreciative of all students, creates safe and supportive learning environments, and maintains high expectations for academic achievement. Offers guided practice in instructional delivery and assessment design and use. Integrates family and community in students’ decision-making and learning opportunities.
Level 4 Support structures emphasize a collegial, reflective learning process. Goals are aligned with those of the school and district. Leadership guides continuous instructional improvement. Resources are provided to support the collaborative learning process, including formative evaluation and refinement.
Research-based strategies are applied appropriately to the goal. Participants apply knowledge and skills to learn and to collaborate. Multiple sources of information contribute to evaluation.
Addresses issues of learning equity: Is understanding and appreciative of all students, creates safe and supportive learning environments, and maintains high expectations for academic achievement. Measurably enhances educators’ content knowledge, instructional skills, and assessment design and use.
Provides knowledge and skills to expand appropriate involvement of families and other community stakeholders.
About Learning, Inc., for Chicago Public Schools’ Magnet Cluster Initiative in 2004. Danielson, C. (1996). Enhancing professional practice: A framework for teaching. Alexandria, VA: Association for Supervision and Curriculum Development. Criteria developed using the National Staff Development Council’s Standards for Professional Development. A complete discussion of these standards can be found at http://www.nsdc.org/standards/index.cfm (last accessed December 10, 2008).
2
Evaluate implementation to document what you are doing
Key Action:
Measure quality of implementation activities
SAMPLE MATERIAL: Criteria for Evaluating Professional Development
Purpose:
This draft rubric for one dimension of magnet program implementation— professional development—is one approach to evaluating the extent to which program activities are effectively implemented. You may wish to adapt elements of this rubric to measure the quality of your own professional development activities, or to prompt discussion of implementation rubrics as a way to determine the quality of other program activities.
Source:
Evaluation team, Chicago Public Schools; About Learning, Inc., external evaluator for Chicago Public Schools’ Magnet Cluster Initiative in 2004. Elements of the rubric are from Charlotte Danielson’s Enhancing Professional Practice: A Framework for Teaching (1996), Alexandria, VA: Association for Supervision and Curriculum Development; and the National Staff Development Council’s Standards for Professional Development at (last accessed December 10, 2008).
1
Practice:
Evaluate implementation to document what you are doing
Key Action:
Measure quality of implementation activities
Dimensions of Implementation – Criteria for Professional Development Dimension – Criteria for Professional Development
Level 1
Level 2
Learning Communities
The training context is appropriate for adult learning, allowing participants reflection and conversation about their questions and needs for improving the learning of all students.
Participants share in a collegial reflection of their work, focused mutually on school or district goals. The professional development is ongoing, and changes in implementation are expected.
Research-based
Offers research-based strategies and tools to meet program goals.
Offers research-based strategies and tools to meet program goals; uses sitebased data for decisionmaking.
Quality Teaching
Recognizes that improvement of the learning of all students is a primary goal of professional development.
Provides knowledge and skills for better understanding student needs and for enhancing instructional services for all students.
Family Involvement
Betters communication with family.
Presents tools for involving families in students’ learning.
** DRAFT FOR DISCUSSION** Level 3 Support structures emphasize a collegial, reflective learning process around specific goals. Leadership guides continuous instructional improvement, supports meaningful practices, and provides appropriate strategies and resources for implementation. Applies research-based strategies in a reflective environment, encouraging teacher research of own applications. Continuous improvement is driven by disaggregated student data. Addresses issues of learning equity: Is understanding and appreciative of all students, creates safe and supportive learning environments, and maintains high expectations for academic achievement. Offers guided practice in instructional delivery and assessment design and use. Integrates family and community in students’ decision-making and learning opportunities.
Level 4 Support structures emphasize a collegial, reflective learning process. Goals are aligned with those of the school and district. Leadership guides continuous instructional improvement. Resources are provided to support the collaborative learning process, including formative evaluation and refinement.
Research-based strategies are applied appropriately to the goal. Participants apply knowledge and skills to learn and to collaborate. Multiple sources of information contribute to evaluation.
Addresses issues of learning equity: Is understanding and appreciative of all students, creates safe and supportive learning environments, and maintains high expectations for academic achievement. Measurably enhances educators’ content knowledge, instructional skills, and assessment design and use.
Provides knowledge and skills to expand appropriate involvement of families and other community stakeholders.
About Learning, Inc., for Chicago Public Schools’ Magnet Cluster Initiative in 2004. Danielson, C. (1996). Enhancing professional practice: A framework for teaching. Alexandria, VA: Association for Supervision and Curriculum Development. Criteria developed using the National Staff Development Council’s Standards for Professional Development. A complete discussion of these standards can be found at http://www.nsdc.org/standards/index.cfm (last accessed December 10, 2008).
2
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