Evaluate the Impact of Professional Learning

Educator uses the link between professional learning and student results to guide professional development planning.
Made by Hope Street Group and Learning Forward
Earn Graduate Credit
Graduate-level credit is available for this micro-credential. You can apply for credit through one of our university partners after successfully completing the micro-credential.
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About this Micro-credential

Key Method

Educator designs a professional learning experience that models and engages learners in practices they are expected to implement within their classrooms and workplaces and evaluates the impact of learning.

Method Components

Educator must design a sample formative and summative evaluation plan for a professional development activity.

The plan should include the following:

  • How the PD provider (person leading the PD) will gather information on the participants’ reaction to the activity during and after learning.
  • How the PD provider will gather information in formative and summative ways on the participants’ learning as a result of the activity.
  • How the PD provider will gather information on the organizational support and change that is or is not present in the learner's’ work context and how these conditions (organizational support and change) will help or hinder their efforts to implement what they learned.
  • How the PD provider will gather both formative and summative information on the participants’ use of the new knowledge and skills covered in the activity.
  • How the PD provider will gather information on how the content of the PD impacts student learning. Evidence that “any single professional learning activity builds on earlier professional learning and is followed up with later as part of a coherent set of opportunities for ongoing professional learning” (outcome standard for professional learning).

Research & Resources

Supporting Research

  • Guskey, T. R. “Research Needs to Link Professional Development and Student Learning.” Journal of Staff Development 18.2 (1997): 36–40. Web.

  • Guskey, T. R. Evaluating Professional Development. Thousand Oaks, CA: Corwin, 2000.

  • Guskey, T. R. “Grading Policies That Work against Standards and How to Fix Them.” NASSP Bulletin 84.620 (2000): 20–29.

  • Guskey, T. R. “The Backward Approach.” Journal of Staff Development 22.3 (2001): 60.

  • Guskey, T. R., and D. Sparks. “Exploring the Relationship between Staff Development and Improvements in Student Learning.” Journal of Staff Development 17.4 (1996): 34–38.

  • Learning Forward. Standards for Professional Learning. Oxford, OH: Learning Forward, 2011. Print.

  • Shaha, Steven H., Valerie K. Lewis, Tamara J. O’Donnell, and Diana H. Brown. "Evaluating Professional Development: An Approach to Verifying Program Impact on Teachers and Students." Journal of Research in Professional Learning (2004): 1-18. Web. Mar. 2013.


Submission Requirements

Submission Guidelines & Evaluation Criteria

Following are the items you must submit to earn this micro-credential and the criteria by which they will be evaluated. To earn this micro-credential, you must receive a passing evaluation for Parts 1 and 3 as well as a “Yes” for each component in Part 2.

Part 1. Overview questions

(300-word limit)

  • What considerations were made while designing and modeling formative evaluation plans for PD providers? How were these decisions conveyed during your PD session?

Part 2. Evidence/artifacts

Educator must submit a sample formative and summative evaluation plan for a professional development activity.

Assessment examples may include links to the plan itself or an example assessment.

Part 3. Reflection

(300-word limit)

  • How did planning a professional learning experience with an emphasis on the link between it and student learning compare to planning other experiences where the link was not explicit or did not exist? For example, did it change the content? Did it require a different approach to planning that was new for you?

Except where otherwise noted, this work is licensed under:
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)


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How to prepare for and earn this micro-credential - in a downloadable PDF document

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