Through practice and research as a cohort member of Seattle Pacific University’s Digital Education Leadership master’s program, I have had several opportunities to grow in my knowledge of evaluating the impact of professional learning.My blog post, Using Data-Informed Decision Making to Evaluate & Improve Professional Learning, is one example of evidence of this indicator and discusses ways coaches can evaluate the impact of technology on teaching and learning, to make informed decisions about improvements to professional learning programs. To help summarize understanding from my research, I created the infographic below that visually represents the seven steps to evaluating professional learning, developed by Learning Forward (2014). In my research, I learned that data-driven decision-making, when partnered with an effective evaluative approach, fosters a school culture grounded in ongoing evaluation and continuous improvement. This intentional practice also leads to a focus on assessing the impact of professional learning on improving student learning outcomes. I have taken what I have learned from my research on this indicator for this blog and started to implement this knowledge as I engage in professional development design as a digital education leader in my school. As a coach, I can also evaluate the impact of professional learning and support educators by utilizing a backward design approach to professional development and focusing on the targeted learning outcomes. Defining clear, measurable goals helps coaches to support educators in the data collection and serves as an important step in the ongoing evaluation of professional learning.7-Steps-to-Evaluating-Professional-Learning
“Data in any context isn’t powerful or valuable until we put the tools, processes, and training or supports in place for users to accurately understand it and put it into action.”
– Joe Siedlecki & Dan Stasiewski, The Five Building Blocks of Data-informed Instruction
As the final project of the EDTC 6106 course for the Digital Education Leadership (DEL) program, I was able to further expand my knowledge of professional learning evaluation through my Community Engagement Project Program Evaluation. The purpose of this program evaluation was to survey stakeholders in my school community and use the survey data to evaluate the effectiveness of the digital learning platform Seesaw, gain insight into success and challenges, and inform decisions on future professional development. This program evaluation proved to be immensely helpful, especially after experiencing over a year of remote and hybrid learning. Many educators commented on how they appreciated seeing the feedback they provided used for purposeful, data-driven improvements to professional learning and our school-wide vision for technology use. As a future coach, I am reminded through this project of the importance of evaluating the impact of professional learning to support high-impact teaching and learning.
ISTE Standards for Coaches (2019). Retrieved from: https://www.iste.org/standards/for-coaches
Learning Forward. (2020, December 21). Evaluating professional learning: Measuring educator and student outcomes. Retrieved March 02, 2021, from https://learningforward.org/march-2014/evaluating-professional-learning-outcomes/
Stasiewski, D., & Siedlecki, J. (2020, May 17). The five building blocks of Data-informed Instruction. Retrieved March 04, 2021, from https://www.dell.org/insight/the-five-building-blocks-of-data-informed-instruction/