“Evaluate results of professional learning programs to determine the effectiveness on deepening teacher content knowledge, improving teacher pedagogical skills and/or increasing student learning.” – ISTE Coaching Indicator 4c
It’s not enough to merely design and implement a tech-savvy PD program, digital education leaders also need to be able to assess the effectiveness of these programs in light of teacher progress and student learning. In my research as part of the Digital Education Leadership program at SPU, I focused how educational institutions use the time allotted for professional development and whether or not a correlation existed between time spent on PD and results. I looked at The New Teacher Project’s (TNTP) report in my post A Matter of Time: PD Frequency & Follow-Through and discovered that, while teachers spend 10% of their academic year in professional development, the amount of time spent has little to do with results in the classroom. Combining the results of this study with Natalie Saaris’s approach to PD at Actively Learn and Liz Kolb’s Triple E framework, it becomes apparent that it is not the money spent or the time dedicated to PD, but rather,the best practices for the classroom are often the best practices for PD.