Page 25 - The Architecture of Professional Development

At Level V, the focus of the assessment is on improvement in student learning outcomes resul ng from
enhanced teacher knowledge and skills. Understanding the impact of teacher professional
development on student learning outcomes is a complex task. Methods may include the use of
wri en ques onnaires, interviews, observa ons, and case studies to examine student learning
outcomes resul ng from the professional development experience. Several recent inves ga ons using
case study design with mixed methods, have examined the link between teacher professional
development and student learning outcomes. Gallagher (2002) examined professional development
embedded in a teacher evalua on system employing a knowledge and skills‐based pay program. She
described how one elementary school’s, investment in RESULTS, a professional development literacy
program, “led to an increase in both teachers’ and evaluators’ (these groups overlap) pedagogical
content knowledge. This is turn had several desirable outcomes including a strong rela onship
between teacher evalua on scores and student achievement and student achievement in literacy”
(p. 167). In another study, Archibald (2001) examined resource realloca on in a high school. She
reported that drama c realloca on of resources, including investments in professional development,
supported key changes in the high school organiza on and structure that in turn contributed to
significant improvements in student achievement. These studies are examples of Level V evalua on
that examine the impact of teacher professional development on student learning outcomes.

U lity

The ways in which evalua on data will be used (u lity) influences the design, implementa on, and
impact of professional development assessments. Eraut (1994) iden fied three general contexts of
use (policy, academic, and prac ce). For instance, within the policy context, professional
development evalua on informa on may be used for individual, organiza onal, and professional
accountability purposes or, used as basis for decisions at na onal, state, and local levels regarding the
alloca ons of resources to exis ng or proposed teacher development programs. In the academic
context, evalua on data provide evidence to advance theory in professional learning, change, and
school improvement as well to suggest direc ons for future inquiry. In the prac ce context, teachers
and principals want evalua on informa on that is relevant to their needs and that informs their daily
prac ce in schools. Professional development evalua ons guided by a clear purpose with valued ends,
appropriate methods, and usefulness are more likely to have an impact on professional prac ce,
student learning, and school improvement goals.

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