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The purpose of all teacher professional development is to help teachers develop and apply the knowledge and skills necessary to help students learn. The intended outcomes of teacher professional development are defined in terms of improved professional practice, but the long-term goals should always focus on improved student outcomes.
Standards for Professional Learning outline the characteristics of professional learning that leads to effective teaching practices, supportive leadership, and improved student results.
The facilitator guide is a companion document to the Standards for Professional Learning and is intended to guide facilitators in introducing and helping others implement the standards. Included in the guide are practical activities, reflection questions and tools to deepen understanding of the standards.
Effective professional development depends upon the quality of planning, implementation and evaluation. Within this guide, planning, implementation and evaluation are presented in steps with research-based information and tools and worksheets that can be used to develop a professional development plan, ensure implementation, and evaluate results.
This planning form is provided as a tool for developing district professional development plans. Sections of the PD plan can be used to populate IIA applications.
This series of guiding questions, excerpted from Evaluating Professional Learning: A Toolkit for Schools and Districts, can be used to think about how to design professional learning for some common professional development activities including coaching, PLCs, peer observation and others.
Guskey, T.R, (2000) Evaluating Professional Development. Thousand Oaks, CA: Corwin Press
For more information on this topic, email
Sarah Martin or call (503) 947-5668.
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