Getting Specific About Impact
Professional learning is a powerful lever, but too few programs show results This report explores how leaders can move beyond superficial evaluations and implement a robust system for measuring the true impact of their initiatives, drawing on the influential work of Thomas Guskey.
Raise Your Expectations for PL Impact
Where We Are and Where We Need to Go
Realizing that resources are tightening, including potential shifts to the federal Title II-A funds that 90 percent of districts report using for training and conferences, we must more rigorously evaluate the impact of professional development initiatives.
- Most schools and systems gather feedback on how much teachers liked a workshop or even assess what they learned, but they too rarely delve into whether these experiences actually translate into changes in classroom practice or, more importantly, improvements in student outcomes.
- This lack of comprehensive evaluation leaves leaders wondering: Is our PD truly making a difference? Are we getting the best return on our investment? Are we truly serving our students’ needs?
This report explores how school system leaders can clarify goals, align expectations based on implementation science, and get more precise about the outcomes they want from professional learning—whether internal or from a support provider. By holding high expectations for PD, you can ensure that your resources further efforts that demonstrably improve teaching and learning.
Thomas Guskey’s Five Critical Levels of Professional Development Evaluation
Within this report, we take a closer look at level-aligned guiding questions, how to match your evaluation approach to your implementation stage and focus, and evidence of what is possible.
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