Tool 2.1 Checklist for Planning the Assessment of Professional Development
This checklist, adapted from Doing What Works, organizes the planning steps into four action domains
that will occur over time during the planning process.
I.Considerations for planning the evaluation
II.Collecting educator implementation and student performance data
III.Analyzing and interpreting data
IV.Sharing and using evaluation findings to improve quality
Directions: Place a check mark in the appropriate box (completed or in progress) next to each action step,
and identify a timeline for completion if marked “in progress.”
ACTION STEPS
Completed
A. Considerations for planning the evaluation
1. The evaluation purpose is clearly defined (e.g., specifies
targeted outcomes for educators and students)
2. Key stakeholders (e.g., district/ school administrators,
teacher leaders, trainers/facilitators) are involved in
developing the evaluation plan.
3. The evaluation plan documents the student learning
goal(s) and …

Educator learning/professional practice goal(s)

Dates the evaluation starts and ends

Evaluation questions

Sample selection criteria (e.g., characteristics of
sample such as grade level or content area)

Description of implementation measures (e.g.,
measures of quality of instruction and
implementation fidelity)

Description of outcome measures

How data will be collected (e.g., surveys, structured
interviews, classroom observations)

Methods to ensure confidentiality in data collection

Data analysis methods

Final reporting methods
4. The support required to conduct the evaluation has been
obtained (e.g., permission to conduct evaluation; support
from administrators, teachers, and providers for data
collection).
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In
Progress
Timeline
5. School/ district staff roles and responsibilities in the
evaluation are defined for:

data collection

Data analysis

Sharing evaluation findings

Developing improvement plan using evaluation
findings
6. The school or district evaluation leader has proper
oversight to ensure the evaluation is being
conducted as planned.
B. Collecting data on implementation and effect
7. If relevant, permissions or consents have been
obtained from evaluation participants (e.g.,
providers, teachers, students).
8. The evaluation includes measures on educator
learning and practice outcomes (e.g., quality of
instruction).
9. The evaluation includes instruments to measure
student outcomes which may include:
a. Student achievement
b. Student engagement
c. Student attendance
d. Student behavior
C. Analyzing and interpreting data
10. Analysis will identify gaps between the professional
development, educator learning and practice
outcomes, and/or student learning outcomes.
11. Data will be analyzed to identify patterns of findings
for areas of strength and areas for improvement.
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D. Sharing and using evaluation findings to improve quality of professional development and
educator and student learning outcomes
12. Findings will be shared with key stakeholder groups
(district/school staff, PD providers, school
committee)
13. Multiple presentation formats will be used based on
audience need (e.g., written, oral, interim, final).
14. District/school planners and PD providers will
collaborate to address areas for improvement.
15. Decisions about improvement of the quality of
professional development will be developed based
on evaluation findings.
Source: Doing What Works, retrieved from http://dww.ed.gov.
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