Running head: THE VALUE OF PROFESSIONAL LEARNING

Professional Development Template

BreAnne Griego
OTL515 Teacher as Instructional Change Agent
Colorado State University Global Campus
Edith Esparza-Young, PhD
March 8, 2016

THE VALUE OF PROFESSIONAL LEARNING

Module 1: Critical Thinking

Professional development is something that most teachers will identify as a need when it
comes to what they are missing in their professional practice. Teachers can see the real benefits
to incorporating professional learning to help improve their teaching practice. Effective
professional development is linked directly to the job, is collaborative, and is on par with
opportunities provided to teachers in other high-achieving nations, (NEA, 2010). Since we have
seen professional development help improve the teaching practice, this is something that teachers
want to see. However, most teachers experience less than effective professional development
within their districts for many reasons.
For many districts, they focus their professional development time on prepping for new
teachers and new to the district teachers. These teachers do need the most support but we should
not be forgetting about the teachers who are still looking to perfect their practice. Whether the
professional development is workshop-based or school community-centered, it should be tailored
to the individual as well as to the collective needs of teachers (Ross, Dodman, Vescio, Adams, &
Humphries, 2011). Instead of tailoring one group of needs, professional development should be
interactive and meet the needs of every teacher. The best way I have seen this done is having a
choices. This offers the teachers the opportunity to pick from a range of professional
development topics. This choice allows them to pick a professional develop they feel will best
meet their needs.
Evaluating professional development is the last part of making sure we are meeting the
needs of teachers and students. By evaluating these professional development we are making it
better and making sure that we are putting our time, energy and money into something that is
effective. Examining what participants thought of the professional developments can yield an

THE VALUE OF PROFESSIONAL LEARNING

early indicator of whether and how participants are likely to apply new knowledge and skills in
their professional practice, (Haslam, 2010). By asking the participants to evaluate the
professional development, we are able to refine and make our work more effective.
The professional
Rating
Evidence for this rating
Notes
development.
Standard 1: Learning Communities- Focus on goal alignment, collaboration and acts as a
resource for teachers to help improve student experience.
Aligns with school
4 3 2 1
UIP plan.

Aligns with district

goals.

4 3 2 1

Participants work in
collaborative groups.

4 3 2 1

Offers time for

teachers to work with
new information on
specific content.

4 3 2 1

Focuses on
4 3 2 1
improving instruction
for students within
their content goals.
The professional
Rating
Evidence for this rating
Notes
development.
Standard 2: Leadership- Focus on developing and creating a professional learning
community within the school to reach the needs of staff and students.
Teachers are able to
4 3 2 1
work in collaborative
groups.
Teachers can work
4 3 2 1

THE VALUE OF PROFESSIONAL LEARNING

within their
professional learning
communities.
Develops community
among staff and
students

4 3 2 1

Focus on building
4 3 2 1
capacity for
professional learning
The professional
Rating
Evidence for this rating
Notes
development.
Standard 3: Resources- Focus on developing or making available the resources teachers need
in order to be successful in improving practice or student performance.
Time is provided to
4 3 2 1
work on new
learning.
Time is provided to
work collaboratively.

4 3 2 1

Time is provided to
implement new
learning.
Time is given to
reflect and modify
practices.

4 3 2 1

4 3 2 1

The professional
Rating
Evidence for this rating
Notes
development.
Standard 4: Data- Focuses on using a variety of data and data resources to evaluate the
effectiveness of the professional learning.
Multiple data points
4 3 2 1
are used to justify the
need to for this
specific learning.
Multiple data points
4 3 2 1
are used to inform
new practices.
The professional

Rating

Evidence for this rating

Notes

THE VALUE OF PROFESSIONAL LEARNING

development.
Standard 5: Learning Design- Focuses on using theory and understanding of learning to
achieve learning goal.
Opportunities
4 3 2 1
available for
practicing and
reflecting on new
learning.
Uses multiple styles
4 3 2 1
of learning (handson, independent,
collaborative)
The professional
Rating
Evidence for this rating
Notes
development.
Standard 6: Implementation- Focus on applying research and change based on long term
learning needs.
Implements new
4 3 2 1
learning over a long
period of time to
gather data.
Seeks input from
4 3 2 1
participants to make
it more meaningful.
Participants reflect
and provide feedback
to help improve
learning.
Meets the needs of
multiple learning
styles.

4 3 2 1

4 3 2 1

The professional
Rating
Evidence for this rating
Notes
development.
Standard 7: Outcome- Focusing on aligning with student curriculum and teacher
performance.
Learning is useful to 4 3 2 1
multiple student
curriculum and
district goals.
New learning helps
4 3 2 1

THE VALUE OF PROFESSIONAL LEARNING

teachers improve
their daily practice.
New learning models 4 3 2 1
high levels of
expectations.
Supported by school
4 3 2 1
and district
leadership to ensure it
is being used.
References
Education Technology (2014). Professional learning strategies self-assessment tool. Retrieved
from https://tech.ed.gov/wp-content/uploads/2014/11/Section-3-Strategies-SelfAssessment-FINAL.pdf.
Haslam, M.B., (2010). Teacher professional development evaluation guide. The National Staff
Development Council. 01(2010). 27.
Learning Forward. (2014). Standards for professional learning. Retrieved from
http://learningforward.org/standards-for-professional-learning#.Uv0z-oVFAbc
National Education Association (NEA). (2010). Professional development benefits students.
Retrieved from http://www.nea.org/assets/docs/120701ProfessionalDevelopmentBenefi
tsStudents.pdf
Ross, D.D., Dodman, S., Vescio, V., Adams, A., & Humphries, E. (2011). Secrets of successful
professional development. Gainesville, FL: Lastinger Center for Learning.