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School Professional Development Analysis

Taylor Payne

Grand Canyon University

EAD-523: Developing Professional Capacity

Professor Reid Amones

4/17/2024
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Evaluation

Evaluating a school's professional development program involves assessing its

effectiveness in enhancing staff capacity, aligning with the school's vision and mission,

promoting data-driven and student-centered learning, engaging teachers in program

development, and emphasizing research-based instructional practices for program evaluation.

Our driving force this year has been student data evaluation. In an effort to provide a more well-

rounded academic experience for our students, we have implemented a system of facilitators who

can assist higher learning students in challenging themselves by offering more dual enrollment

courses, honors courses, or AP courses. This way, students who are academically advanced can

continue to be challenged and push themselves to achieve more.

Conversely, we also understand that some students may need additional support to

succeed academically. For this reason, we are also taking our lower level students and placing

them in preparatory courses and classrooms where they can receive extra assistance. This way,

they can be better equipped to succeed in their academic pursuits and ultimately achieve their

goals. We believe that every student deserves the opportunity to succeed, and by offering tailored

support and resources, we are working to make this a reality. Especially with us being a Title I

school. According to one study, challenging environment creates different or similar results

among a population of children with difference in their intelligence level, or in a focused

manner, between the achievements of gifted and talented students and students in the traditional

learning environment. As the research hypothesis stated, it was found that the perception of the

learning environment predicts success/ achievements only among the Gordon Center students

(Shaham, 2013).
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The professional development approach for this year with a lot of emphasis on

collaborative planning has been instrumental in enhancing the capacity of staff members while

aligning closely with the school's vision and mission. One specific example is the

implementation of weekly PLCs and training sessions focused on differentiated instruction and

assessment strategies for departments. These sessions have equipped teachers with tools to

address diverse student needs effectively, aligning with the school's commitment to inclusive and

equitable education.

The principal's role in this program has been pivotal. The principal actively identifies

professional development needs through data analysis, classroom observations, and feedback

from teachers and students. By fostering a culture of collaboration and continuous learning, the

principal encourages teachers to refine their instructional abilities and create a conducive

learning environment. For instance, the principal promotes peer coaching and mentorship among

teachers to share best practices and support each other's growth. He often uses a quote to

motivate everyone: "Life begins at the end of your comfort zone."

Teachers play a significant role in shaping the professional development program. They

contribute by providing input on their professional growth needs, participating in training

sessions, and implementing new strategies in their classrooms. For example, teachers engage in

action research projects to explore innovative teaching methods and assess their impact on

student learning outcomes, contributing valuable insights to the PD program's evolution.

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The professional development program at our school is closely aligned with the school's

Continuous Improvement Plan (CIP). An example of this alignment is the integration of data

analysis workshops into the PD curriculum, where teachers learn to interpret assessment data

effectively and use it to inform instructional decisions. This data-driven approach supports the

school's goal of continuous improvement by ensuring that teaching practices are responsive to

student needs and outcomes.

Emphasis on research-based instructional practices is a cornerstone of the PD program.

Teachers are encouraged to apply these practices in their classrooms, reflect on their

effectiveness, foster a culture of evidence-based teaching and learning, and bring back their

findings the following week.

In evaluating the PD program, we utilize a comprehensive approach that combines

quantitative and qualitative data. Pre- and post-surveys assess teachers' knowledge and

confidence levels before and after participating in PD activities. Classroom observations, student

performance data, and teacher reflections provide qualitative insights into the program's impact

on instructional practices and student learning outcomes. Regular feedback sessions and follow-

ups ensure continuous improvement and alignment with the school's goals and priorities. Some

argue that a comprehensive approach to evaluating PD is essential for determining its

effectiveness and impact on teacher practices and student learning outcomes. One studey suggest

a six-level framework that includes the following types of data: relations, skills gains,

organizational support and knowledge, application, learning outcomes and long-term effects on

students and the school community. The authors emphasize the importance of using both
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quantitative and qualitative data to assess the impact of PD. They suggest that surveys, tests, and

other quantitative measures can be useful for assessing changes in participants' knowledge and

skills, while classroom observations, interviews, and focus groups can provide qualitative

insights into how the PD is affecting teacher practices and student learning outcomes (DeMonte,

n.d.).

Our professional development program is designed to align with the school's vision and

mission, promote data-driven and student-centered learning, involve both principals and

teachers, align with the Continuous Improvement Plan, emphasize research-based practices, and

use weekly self-evaluation methods while presenting data. For instance, we can use the balanced

scorecard, benchmark rubric from the district that assesses performance across different

dimensions, or the critical incident method that involves the evaluation of specific incidents that

demonstrate performance. Each method has its strengths and weaknesses, and the selection of

method will depend on the specific objectives of the evaluation. Through ongoing collaboration

and a commitment to excellence, the PD program significantly contributes to improving the

quality of teaching and student success.

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References

Deng, M., Li, M., Li, S., Zhu, M., Wang, X., & Chen, H. (2022). Application of flipped

classroom teaching model in case teaching for professional degree postgraduates of

Stomatology. Creative Education, 13(11), 3418–3424.

https://doi.org/10.4236/ce.2022.1311218

DeMonte, J. (n.d.). High-Quality Professional Development for Teachers: Supporting teacher

training to improve student learning. https://eric.ed.gov/?id=ED561095

Shaham, H. (2013). The Riddle as a learning and educational tool. Creative Education, 04(06),

388–395. https://doi.org/10.4236/ce.2013.46055

Wafiq, M. E., Tridane, M., & Belaaouad, S. (2021). Educational Leadership: Characterization of

emerging practices. Open Journal of Leadership, 10(01), 1–26.

https://doi.org/10.4236/ojl.2021.101001