So What Has Changed?

1. So What Has Changed? How Leaders Can Evaluate the Impact of Professional Learning on Programs, Staff, and Students Callie Hazan Maribel Ojeda Joy Zamierowski Professional Learning Opportunities Project

2. Objectives • Define Thomas R. Guskey’s five levels of professional development evaluation. • Write a SMART (Specific, Measurable, Achievable, Relevant, Time-specific) objective for program improvement-professional development (PI-PD) planning. • Identify evidence of teacher change as the result of the implementation of new knowledge and skills in the classroom. • Identify evidence of student change as the result of teacher’s implementation of new knowledge and skills in practice. Pennsylvania Adult Education Resources

3. Instructional Leadership Level 5: Student learning outcomes Assessing student learning Five Levels of Professional Development Evaluation (adapted from Guskey, 2002) Level 4: Participants’ use of new knowledge and skills Assessing degree and quality of implementation Level 3: Organization, support, and change Assessing organizational advocacy, support, accommodation, facilitation, recognition Level 2: Participants’ learning Assessing new knowledge and skills Level 1: Participants’ reactions Assessing initial satisfaction with experience Johnson, K.A. & Linden A., PD Evaluation for Minnesota Pennsylvania Adult Education Resources

4. Setting the Objective “If you don’t know exactly where you’re going, how will you know when you get there?” – Steve Maraboli Pennsylvania Adult Education Resources

5. SMART PI-PD Objectives – Examples Example #1 Increase the amount of time students engage in active listening and clear and concise speaking about mathematics during instruction to at least 50% of the time needed for the lesson by equipping instructors with strategies and practices that encourage Math Practice 3. (Central Susquehanna IU 26) Pennsylvania Adult Education Resources

6. SMART PI-PD Objectives – Examples Example #2 Students will be able to use one visual model to compute with fractions 50% of the time after teachers participate in ANI training and implement the use of visual models during instruction. Pennsylvania Adult Education Resources

7. SMART PI-PD Objectives – Examples Example #3 During 2018-19, the agency PLC will use Tool #5: ELA Checklist to Guide Lesson Development and Revision to review a total of 12 CCRS-aligned lesson plans (3 per teacher) in which workforce preparation skills are identified through the Foundation Skills Framework. Pennsylvania Adult Education Resources

8. Write SMART Objectives Based on Professional Learning Objective: Students will correctly answer 80% of text-dependent questions that accompany text in a lesson after teachers learn to write and revise text-dependent questions through the CCRS Lesson Revision process. Pennsylvania Adult Education Resources

9. Write SMART Objectives Based on Professional Learning Objective: Students will correctly answer 80% of text-dependent questions that accompany text in a lesson after teachers learn to write and revise text-dependent questions through the CCRS Lesson Revision process. Administrator/IHPDS: Collects evidence of (all) teacher change, looks for big picture changes Pennsylvania Adult Education Resources

10. Write SMART Objectives Based on Professional Learning Teacher: What is my role in this? How do I know Text-Dependent Question work is transferring to my practice? • I choose complex texts to use with my students. • I develop text-dependent questions at varying levels of complexity. • I create text-dependent questions to understand the most challenging parts of the text. • I use text-dependent questions to scaffold and to differentiate instruction for my students. • I demonstrate and model asking and answering text-dependent questions. • I collaborate with my colleagues in the Lesson Revision process to revise text-dependent questions. • Other strategies. Pennsylvania Adult Education Resources

11. Indicators of Teacher Change What would you expect to see if effective implementation were taking place? Pennsylvania Adult Education Resources

12. Indicators of Student Change The central question is “What impact did the professional development program or activity have on students?” Student achievement Changes in attitude Change in behaviors Pennsylvania Adult Education Resources

13. Let’s Write SMART Objectives Collaborate with your colleagues to write SMART objectives that they believe would be relevant to their agency/classroom. How does a smart objective help you collective evidence of teacher change? Student change? Pennsylvania Adult Education Resources

14. The Whole Process Review the objective that you’ve written. Consider the following: • What professional learning will you or your staff need? • What will the teacher do to implement a change in practice? • What will the students be able to do after effective implementation? Pennsylvania Adult Education Resources

15. What Kind of Tool Might Be Helpful in Collecting Evidence? • Teacher self-reflection. • Student Work Protocol. • Lesson plans. • Observations. Pennsylvania Adult Education Resources

16. What Kind of Tool Might Be Helpful in Collecting Evidence? Pennsylvania Adult Education Resources

17. Collecting Evidence of Teacher Change What questions do you still have about collecting evidence of teacher change? Pennsylvania Adult Education Resources

18. Collecting Evidence of Student Change What questions do you still have about collecting evidence of student change? Pennsylvania Adult Education Resources

19. Thank you! Callie Hazan, chazan@tiu11.org Maribel Ojeda, mojeda@tiu11.org Joy Zamierowski, jzamierowski@tiu11.org Pennsylvania Adult Education Resources