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Measuring Differences in the Quality of Professional Development

Explore how to measure and analyze the quality of professional development experiences in districts, focusing on activities, time periods, and teacher collections. Understand the design of MSP evaluations and the use of PDAL data collection tool. Discover the impact of PD participation on instructional practices and achievement.

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Measuring Differences in the Quality of Professional Development

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  1. 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

  2. Focus • How to conceptualize and measure the full set of professional development experiences districts offer and teachers participate in

  3. 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

  4. 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

  5. Features of PD activities • Structural features • Type • Duration (contact hours and span) • Collective participation • Core features • Content focus • Active learning • Coherence

  6. 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

  7. 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)

  8. 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

  9. PDAL data structure(teacher by activity by month)

  10. Contact Hours(teacher by activity by month)

  11. % of months with PD (math)

  12. Contact hours by calendar month

  13. Contact hours per month (math)

  14. Topic intensity (science)

  15. 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?

  16. 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

  17. Contact Information Michael S. Garet mgaret@air.org Kwang Suk Yoon ksyoon@air.org Andrew C. Porter andy.porter@vanderbilt.edu Visit us www.PDAL.net

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