Running head: EVALUATING PROFESSIONAL LEARNING

Evaluating Professional Learning

Brandy Stapleton

Kennesaw State University

July 2021

Dr. Jabari Cain

Fall 2019
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Evaluation Instrument

Evaluation of a school-wide instructional technology coaching program requires a

carefully planned professional development system. First, the coordinator must evaluate the

professional development and technology needs of the faculty. They must carefully decide what

types of development to offer participants, in what formats, and design professional development

with the end in mind (Guskey, 2016). Professional development and coaching may be offered as

one-on-one, small or large group presentations, workshops, and informally (Knight, 2018). Once

professional development sessions have been planned, a coordinator should reflect on their

practice to ensure alignment to the school/district strategic plan, goals and objectives are

relevant, and ongoing supports are available to learners. They must also prepare methods for

tracking content gained and extended to the classroom, as well as the collection of data to

evaluate effectiveness of professional learning. A coordinator can the guiding questions in Table

1 to reflect on their practices and professional development designs.

Table 1: Coordinator’s Self-Reflection Survey of Professional Development Practices

Strategic Plan Alignment
Goals & Objectives
Professional Development
Additional Supports &
Follow-up
Evaluating Effectiveness
Reflection Questions
Does the program or professional development session align with the
District’s strategic plan and/or School Technology Plan?
Does the program have specific goals and learning targets? 
Are these goals and objectives derived from an in-depth needs
assessment that determines current technology integration practices
and teacher interests?
How will success be measured for these learning targets?
Do professional development sessions include ongoing training
opportunities, for example modeling or demonstration and practice
opportunities? 
Are mentors or additional support sessions available beyond the
initial professional development session?
Are follow-up sessions or surveys conducted for feedback? 
Are classroom observations or teacher-created portfolios used to
ensure that professional development is extended into the classroom? 
Does the implementation coordinator use data to evaluate the
effectiveness of professional development in the implementation of
the practice or program?
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Professional Development Coordinators must also evaluate professional development

during and immediately following the session, to endure organizational supports, as follow-up

later to confirm extension of practices to students, and to measure impact on student learning

(Guskey, 2016). Evaluation tools must be used several times to monitor and support professional

learning. For professional development and technology coaching sessions, coordinators should

use a variety of evaluation models to ensure success of training sessions.

Guskey’s Level 1 and 2- Participant Reaction and Learning

During the initial professional development or technology

coaching session, coordinators should measure their participants’

reaction to the professional learning. Level 1 considerations include

the participant’s disposition toward the learning session, whether they

enjoyed the session, its content and atmosphere (Guskey, 2016).

Level 1 evaluations can be done in a variety of ways, such as using an

observational checklist, video, or through a participant survey on

engagement. Professional development that focuses on student

learning outcomes promotes changing teacher practice and increasing

student achievement (Learning Forward, 2011). Guskey’s Level 2

focuses on measuring the participants’ learning of knowledge, skills,

or newly acquired dispositions. Many times, evaluation of

participants’ reactions and learning occur at the same time, usually Figure 1- Participant Survey

immediately following a professional learning session in question.

Firgure 1 provides a sample evaluation model for Levels 1 and 2 that could be provided to

participants using a Google Form or a QR code. The sample questions are also listed in Table 2.
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Table 2: Survey Questions for Participant Feedback

Please rate the following as 1) strongly disagree, 2) disagree, 3) agree, or 4) strongly agree:
a) I enjoyed this professional learning session.
b) I feel like my time is valued and was well spent.
c) The activities were well-planned and meaningful.
d) The coordinator was knowledgeable and helpful.
e) The atmosphere was comfortable and inviting.
f) I learned something new today.
g) The content learned can be applied in my classroom immediately.

Please answer the following additional questions:

1. What did you like best about today’s session?
2. What new information did you during this professional development?
3. How do you feel this strategy/technology could be used in your classroom?
4. What additional supports or materials, if any, would you need to try this new
strategy/technology?
5. When do you plan to try this strategy in your classroom?
6. How could you measure this strategy/technology’s impact on student learning in
your classroom?

Guskey’s Level 3- Organizational Supports

Guskey’s Level 3 monitors organizational support for professional development

activities. The coordinator can use a post-session participant survey or interview to evaluate the

administrative and district levels of support. Table 2 provides questions for a participant

survey/interview can be used to evaluate these supports.

Table 2: Evaluating Organization Supports Questions

Questions for Participants

1. Did the professional learning session promote changes that were aligned to school
improvement goals?
2. What resources were provided to you in support of the new strategy/technology?
3. How has the administration supported you in implementing the new
strategy/technology?
4. Have you participated in a follow-up session to share or discuss success and/or
challenges?
5. What additional supports, if any, do you now need?
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Guskey’s Level 4 and 5- Implementation and Student Learning Impact

Guskey’s Level 4 of professional learning concerns the participant’s application of

learned strategies and technologies into their classroom practices. To measure this application, a

coordinator simply asks a participant, later, “did you use this strategy/skill?” The Impact Cycle

coaching model promotes a high level of participant engagement, requiring coaches and mentees

to participate in several collaborative sessions to identify, learn, and improve strategies (Knight,

2016). Teachers who participate in Knight’s coaching model have a significant voice in their

development. In Learning Forward’s Standards for Professional Learning, teacher voice through

active learning processes helps promote understanding of new learning and increase motivation

to implement it (Learning Forward, 2011). The Impact Cycle supports the notion of ongoing

monitoring and support after the initial professional learning session. The professional learning

coordinator or coach/mentor would be required to observe a participant’s classroom and/or

interview the participant and students to document that the learning strategy/technology has been

implemented in the classroom. To document and improve the professional development of

program content, a coach might use participant interviews, reflections, portfolios, observations

and/or recordings (Guskey, 2016).

Guskey’s Level 5 focuses on evaluating student learning outcomes (Guskey, 2016). The

question becomes- “What was the impact on students?” (Guskey, 2016). This level can be

measured by collecting data that tracks growth, collecting artifacts, or by interviewing teachers

and/or students. Assessments scores that compare prior knowledge to knowledge gained are

most ideal when a skill or process has been learned, but for a strategy not easily measured,

interviewing teachers and students will produce relevant results. Student impact may be

observed, but should also be analyzed to determine if it correlates to the strategy in question. An
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example for observing and interviewing participating teachers to gauge implementation and

determine student impact is provided in Table 3.

Table 3: Evaluating Participant Use

Observation Rubric

Criteria Not evident Emerging Operational

Implementation The teacher has not The teacher is in the The teacher has
implemented the process of implemented the
strategy. implementing the strategy and its impact
strategy. has been measured.

Interview questions for Participating Teachers: Student Interview questions:

1. Explain how you implemented the new 1. What are your thoughts about ______?
strategy or technology into your practice. 2. Did the strategy of ______ help or hinder
2. Did the new knowledge or skill make a your learning in any way?
difference? 3. How else could teachers help you with
3. What challenges/successes did you face your learning?
because of the new strategy?
4. How did the implementation impact
students?
5. Did it affect student performance or
achievement in any way?

After assessing implementation and collecting data to determine student impact,

coordinators and administrators should complete a final evaluation of the professional learning

session. If the data shows positive student growth, then the professional learning session may be

continued or built on in the future. If the data does not show student growth, then the

coordinator should consider factors that might inhibit growth, including teacher dispositions,

implementation factors, and support systems. Regardless, the data will be used to determine

future applications and professional development needs.

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References

Guskey, T. R. (2016). Gauge impact with 5 levels of data. The Learning Professional, 37(1), 32-
37.
Knight, J. (2018). The impact cycle: What instructional coaches should do to foster powerful
improvements in teaching. Thousand Oaks, CA: Corwin Press.
Learning Forward. (2011). Standards for professional learning. Oxford, OH: Author.