Running head: EVALUATION INSTRUMENT 1

Evaluation Instrument

Ericka Fluellen

Kennesaw University

ITEC 7460
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Evaluation Instrument

Effective professional learning evaluation requires consideration of five critical stages or levels
of information (Guskey, 2016). The five levels of Guskey’s model are strategically organized in
complexity. With each succeeding level, the process of gathering data requires an increase in
time allocation and resources. Professional learning that increases educator effectiveness and
results for all learners uses a variety of measures of student, educator, and system data to plan,
assess, and evaluate professional learning (Learning Forward, 2011). Guskey outlines the five
stages he uses to gauge professional learning impact as follows: Participants’ Reaction,
Participants’ Learning, Organizational Support and Change, Participants’ Use of Knowledge,
and Student Learning Outcomes. Using Guskey’s model of effectiveness, I created the
evaluation instrument below as an effectiveness measure for a recent Nearpod professional
learning series that I lead for K-5 educators.
LEVEL 1 PARTICIPANT REACTIONS
After the initial technology support session, the reaction to the professional learning would be
evaluated by an exit ticket. This exit ticket would be completed using Google Forms allowing for
immediate feedback.
Digital Learning Google Form Survey I

Participant Reaction 1. What position do you currently hold at Peyton Forest

Questions Elementary?
2. On a scale of 1-5, how engaging was the session?
3. On a scale of 1-5, how relevant was the session?
4. On a scale of 1-5, the session will positively impact my
practice…
5. How would you improve the session?

LEVEL 2 PARTICIPANT LEARNING

In order to measure the level of learning that occurred as a result of the session, participants will
complete a one-question survey prior to the session as a measure of their current knowledge
levels of the technology or strategy being presented. Coaches will share a post session survey at
the conclusion of the professional learning session. These questions will help identify teacher
engagement in the coaching sessions as well as major takeaways. It will also help establish the
current reality and next steps for refining learning designs for future support (Learning Forward,
2011).
Digital Learning Survey Level II
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Pre-Session Question On a scale of 1-5, how would you rate your current knowledge of
Nearpod?
Post-Session Questions 1. What new information did you learn from today’s
coaching/training session?
2. How likely are you to try this new technology in your
classroom? (Very likely, somewhat likely, not at all likely,
I already use this tool)
3. Which shared strategy are you committed to implementing
in your class in the near future?
4. Describe additional support needed to implement the
strategy of your choice with fidelity.

LEVEL 3 ORGANIZATIONAL SUPPORT AND CHANGE

In order to measure the organizational impact of the coaching sessions, coaches will follow up
with participants a few weeks post training to determine the resources and support provided thus
far while also identifying additional support necessary for teacher and student success. These
follow up sessions will coordinate support and available resources in alliance with organizational
change. Professional learning that increases educator effectiveness and results for all learners
requires prioritizing, monitoring, and coordinating resources for professional development
(Learning Forward, 2011).
Follow Up Questions:
1. How has implementation been advocated, facilitated, and supported beyond the initial
training?
2. What additional support, if any, do you need to successfully integrate the tool in your
learning environment?

Level 4 PARTICIPANTS’ USE OF KNOWLEDGE

The most accurate data typically comes from direct observations, by either coaches or digital
recordings. These observations must occur in tandem with consistent ongoing coaching sessions
to determine current reality and highest leverage action steps that support effective
implementation of learned strategies (Guskey, 2016). Coaches will use the following rubric to
record levels of implementation and follow up support within the coaching cycle.
Observation Rubric
Level 1 Level 2 Level 3 Level 4
The teacher has not The teacher has The teacher has The teacher has
implemented the started to implement implemented the mastered the strategy
technology or strategy the technology or and supports peer
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discussed in the strategy; however, technology or strategy implementation of

coaching sessions. additional coaching is with fidelity. strategy through
needed. collaboration.

Follow Up Questions:
1. Explain how you implemented the strategies learned from your coaching sessions.
2. Describe any barriers or challenges experienced that may have impacted successful
implementation
3. How has implementation impacted the learning environment?
4. What improvements are needed to increase effectiveness?

LEVEL 5 STUDENT LEARNING OUTCOMES

Teachers gather data to measure student learning outcomes by using formative assessments such
as informal conversation, interviews, work samples, writing prompts and exit tickets (Knight,
2018). This data should be analyzed to determine progression and student misconceptions.
When student impact is observed, teachers, coaches, and administrators should collaborate to
determine correlation of impact and strategy or technology implementation.

Teacher Interview Questions:

1. How was student learning impacted by the implementation of the tools and strategies
shared in professional learning sessions?
2. Did the professional learning and support increase performance and achievement? If so,
how?
Student Interview Questions:
1. What did you like most about the new tool or strategy? What did you like least?
2. If you were the teacher, what would you change about your class?
3. What’s one word that describes your feelings about learning in your class? Why did you
choose that word?
4. Do you feel successful when learning?
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References

Guskey, T. R. (2016). Gauge impact with 5 levels of data.​ The Learning Professional, 37​(1),
32-37.
Knight, J. (2018). ​The impact cycle: What instructional coaches should do to foster powerful
improvements in teaching.​ Thousand Oaks, CA: Corwin Press.
Learning Forward. (2011). ​Standards for professional learning​. Oxford, OH: Author.