measuring differences in the quality of professional development
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Symposium - Evaluating the Quality of Professional Development: Implications for Districts and States. Measuring Differences in the Quality of Professional Development. Michael S. Garet Kwang Suk Yoon A merican I nstitutes for R esearch Andrew C. Porter Vanderbilt University. Focus.

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measuring differences in the quality of professional development

Symposium - Evaluating the Quality of Professional Development: Implications for Districts and States

Measuring Differences in the Quality of Professional Development

Michael S. Garet

Kwang Suk Yoon

American Institutes for Research

Andrew C. Porter

Vanderbilt University

focus
Focus
  • How to conceptualize and measure the full set of professional development experiences districts offer and teachers participate in
levels of analysis
Levels of analysis
  • District portfolio of Professional Development (PD)
  • Specific PD activities
  • Specific time-periods during which PD takes place (months, semesters)
  • Teacher collection of PD experiences
levels of analysis continued
Levels of analysis (continued)

District Portfolio

Other PD

A1

A2

A3

A4

tp1

tp2

tp1

tp2

tp1

tp1

tp2

tp3

Teacher 1 PD

Teacher 2 PD

features of pd activities
Features of PD activities
  • Structural features
    • Type
    • Duration (contact hours and span)
    • Collective participation
  • Core features
    • Content focus
    • Active learning
    • Coherence
design of msp evaluation
Design of MSP evaluation
  • 4 MSP projects
  • Within each project, 2 groups of teachers
    • Treatment group: teachers targeted for MSP participation
    • Comparison group: matched teachers or schools
design of msp evaluation cont
Design of MSP evaluation (cont)
  • Data on professional development collected through Professional Development Activity Log (PDAL)
    • teachers provide 1 log on each activity each month
    • data collected for 15 months (July 2003 - October 2004)
professional development activity log pdal
Professional Development Activity Log (PDAL)
  • The PDAL is a web-based, self-administered, longitudinal data collection tool for teachers to record their professional development experiences in detail with the assistance of a series of structured prompts
  • Teachers log on to their password-protected web account and fill out their PDAL at regular intervals
  • Visit www.PDAL.net for more information
next steps
Next steps

1. Exploring teachers’ PD experiences

  • Is there a relationship between PD participation and change in instructional practice and achievement? Which teachers receive high-quality PD?
next steps cont
Next steps (cont.)

2. Using the PDAL to examine specific PD activities and portfolios.

  • Do MSP activities have the intended features? Are some activities of particularly high quality?

3. Examining the reliability and validity of the PDAL

contact information
Contact Information

Michael S. Garet

[email protected]

Kwang Suk Yoon

[email protected]

Andrew C. Porter

[email protected]

Visit us

www.PDAL.net

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