Guskey’s Level 3 Jigsaw
This page is for the facilitator. It is not meant for distribution to participants.
This activity was designed for large groups of administrators to develop a better
understanding of how Guskey’s Level 3 relates to their administrative roles and how
they can support the professional development efforts of their teachers.
1. The whole group is divided into 6 expert groups (based on colored paper). Each
expert group is given a 1-page handout with the assigned aspect(s). Some
groups will have only one aspect, others will have two based on the number of
example evaluation questions provided. The aspect sheets and a 1-page
direction sheet are provided in this document.
2. Each member of the expert group returns to their numbered group (based on the
numbers on the colored slip of paper they were given) and facilitates the
discussion about his/her assigned aspect(s). A handout with all of the aspects
and space for taking notes is provided in this document.
3. After each numbered group has had the opportunity to discuss all nine of the
aspects of organization support and change, ask each member of the audience
to provide feedback at the district level using colored dots. List Guskey’s nine
aspects on chart paper and leave space for dots.
Suggestions for what the different colored dots could represent:
Green – This one’s good to go! Our district does an outstanding job at this!
Yellow – Our district does this, but there’s room for improvement.
Red – This is something our district really needs to improve.
Logistical notes: The aspects and evaluation questions are grouped on single pages
to provide similar numbers of example evaluation questions for each group. This
document is set up to facilitate six expert groups, but you can adjust this to fit the
needs of your audience.) Each aspect page was printed on different color paper to
align with the expert groupings. One page with numbers was printed on each color
of paper and numbers were distributed to ensure that each numbered group had a
member assigned to each expert (color) group. A number template follows.
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Guskey’s Level 3 Expert Group Directions
In your expert groups (grouped by color), review and discuss Thomas Guskey’s aspects
of organization support and change assigned to your group. The colored sheet
indicates your expert group’s assigned aspect(s) and includes example evaluation
questions.
All members of the group need to be prepared to return to your original group (indicated
by group numbers) and discuss your assigned aspects and facilitate a discussion based
on the tasks below.
1) Discuss the assigned aspects of organization support and change and how it
relates to your administrative role.
2) From a building-level perspective, describe both a strength and an area for
improvement for the assigned aspects.
3) From a district-level perspective, describe both a strength and an area for
improvement for the assigned aspects.
4) Brainstorm examples of evidences that could be collected and used at both the
building and district levels during evaluation to inform professional development
initiatives.
Aspect of Organization Support and Change: Organization Policies
Examples of questions related to this aspect include:

What organization policies relate directly to this program or activity?

Are the program or activity’s goals aligned with the organization’s mission?

Are any organization policies in conflict with program or activity goals?

What organization policies are directly or indirectly affected by the program?

How did the program or activity alter organizational procedures?
Aspect of Organization Support and Change: Higher-Level Administrators’ Leadership
and Support
Examples of questions related to this aspect include:

Were district-level administrators involved in planning activities?

Did district leaders actively support the improvement efforts?

Were opportunities provided for sharing with colleagues from other schools?

When invited, did district-level administrators take part in program activities?

Did district-level administrators meet requests for information, supplies, or other
resources in a timely manner?

Were district-level administrators kept apprised of progress and results?

Did district-level administrators support and help coordinate follow-up activities?

Did district leaders share results with other school staffs?
Adapted from Guskey, 2000, pp. 153-166
Aspect of Organization Support and Change: Principal’s Leadership and Support
Examples of questions related to this aspect include:

Is the principal an active and enthusiastic learner?

Does the principal encourage others to learn and participate in new programs and
activities?

Is the principal an attentive participant in professional development?

Does the principal regularly review information on student learning progress?

Does the principal encourage involvement in school-wide decision making?

Is the principal open to new ideas and suggestions?

Does the principal work with teachers to improve instructional practices?

Are teachers encouraged by the principal to plan collaboratively?

Does the principal encourage peer coaching and mentoring relationships?

Are teachers’ perspectives honored and valued by the principal?

Does the principal facilitate regular follow-up sessions and activities?

Are the results of new strategies shared by the principal with all staff members?

Was there a change in principal during the life of the program or activity?
Adapted from Guskey, 2000, pp. 153-166
Aspect of Organization Support and Change: Resources
Examples of questions related to this aspect include:

Was relevant information available to you during planning and implementation?

Did you have the materials necessary for implementation?

Were resources provided in a timely manner?

Were problems addressed quickly and efficiently?

Was access to expertise available when problems arose?

Were the facilities necessary for implementation made available?

Did the physical conditions of the school affect implementation efforts?

Was a comfortable space available for meetings with colleagues?

Did you have access to the necessary technology?

Was the technology available to you adequate and up-to-date?

Did the technology operate efficiently?
Adapted from Guskey, 2000, pp. 153-166
Aspect of Organization Support and Change: Protection from Intrusions
Examples of questions related to this aspect include:

Were teachers who were involved in the program freed of other extra duties?

Did you have a quiet place to plan and discuss important issues?

Was time for collaborative planning uninterrupted?

Were commitments to planning time honored?

Did scheduled meetings begin on time?

Were teachers frequently called out of planning meetings to attend to other school
matters?
Aspect of Organization Support and Change: Provision of Time
Examples of questions related to this aspect include:

Are discussions about ways to improve results with students a regular part of your day?

Did you have sufficient time to prepare for implementing these new practices?

Was ample time provided for you to meet with colleagues and plan collaboratively?

Did you have access to necessary facilities at appropriate times?

Were opportunities provided for you to discuss improvement strategies with colleagues?

Did you have time to revise your strategies and make appropriate adaptations?

Was time provided for you to discuss difficulties with colleagues and develop solutions?

Were you offered opportunities to visit colleagues and observe their classes?
Adapted from Guskey, 2000, pp. 153-166
Aspect of Organization Support and Change: Recognition of Success
Examples of questions related to this aspect include:

Do all staff members regularly engage in analyses of student data to note successes
and identify areas that need improvement?

Are teachers frequently asked about their success with students and complimented on
positive results?

Are successful results with students a regular part of discussions at faculty meetings?

Do teachers generally take pride in their students’ successes?

Are the favorable comments offered by parents widely shared?

Are high grades seen as an indication of teaching excellence or lax standards?

Do teachers frequently ask about and compliment each other on successes with
students?

Are teachers recognized and honored for their successes with students?
Aspect of Organization Support and Change: Openness to Experimentation and
Alleviation of Fear
Examples of questions related to this aspect include:

Were you encouraged to try new practices or strategies?

Are school leaders generally open to suggestions for improvements in school policies or
practices?

Are new ideas welcomed and supported?

Do you worry about being criticized if positive results are not readily apparent?

Does the emphasis on success discourage you from trying new approaches?

Do personnel evaluation procedures interfere with attempts to implement change?
Adapted from Guskey, 2000, pp. 153-166
Aspect of Organization Support and Change: Collegial Support
Examples of questions related to this aspect include:

Are your colleagues active learners?

Do faculty members from your school show up on time for professional development
sessions and activities?

Do your colleagues share your enthusiasm for experimenting with new techniques?

Are you encouraged by colleagues to learn about new ideas and strategies?

Do your colleagues support your efforts to make improvements?

Are your efforts to improve belittled by certain colleagues?

Do you have opportunities to visit the classrooms of colleagues and observe their
teaching?

Do colleagues observe your teaching and discuss ideas and strategies with you?

Are your colleagues enthusiastic about opportunities to plan collaboratively?

Do your colleagues frequently engage in conversations about ways to improve?

Do colleagues often ask you about your results with students?
Adapted from Guskey, 2000, pp. 153-166
Guskey’s Framework for Evaluating Professional Development
Level 3 – Organization Support & Change
Aspects of
Organization
Support &
Change
Example Evaluation Questions


Organization
policies




Resources










Example Evidences/Notes
What organization policies relate directly to this program or
activity?
Are the program or activity’s goals aligned with the organization’s
mission?
Are any organization policies in conflict with program or activity
goals?
What organization policies are directly or indirectly affected by
the program?
How did the program or activity alter organizational procedures?
Was relevant information available to you during planning and
implementation?
Did you have the materials necessary for implementation?
Were resources provided in a timely manner?
Were problems addressed quickly and efficiently?
Was access to expertise available when problems arose?
Were the facilities necessary for implementation made available?
Did the physical conditions of the school affect implementation
efforts?
Was a comfortable space available for meetings with
colleagues?
Did you have access to the necessary technology?
Was the technology available to you adequate and up-to-date?
Did the technology operate efficiently?
1
Guskey’s Framework for Evaluating Professional Development
Level 3 – Organization Support & Change
Aspects of
Organization
Support &
Change
Example Evaluation Questions

Protection from
intrusions







Openness to
experimentation &
alleviation of fears




Example Evidences/Notes
Were teachers who were involved in the program freed of other
extra duties?
Did you have a quiet place to plan and discuss important issues?
Was time for collaborative planning uninterrupted?
Were commitments to planning time honored?
Did scheduled meetings begin on time?
Were teachers frequently called out of planning meetings to
attend to other school matters?
Were you encouraged to try new practices or strategies?
Are school leaders generally open to suggestions for
improvements in school policies or practices?
Are new ideas welcomed and supported?
Do you worry about being criticized if positive results are not
readily apparent?
Does the emphasis on success discourage you from trying new
approaches?
Do personnel evaluation procedures interfere with attempts to
implement change?
2
Guskey’s Framework for Evaluating Professional Development
Level 3 – Organization Support & Change
Aspects of
Organization
Support &
Change
Example Evaluation Questions




Collegial support







Example Evidences/Notes
Are your colleagues active learners?
Do faculty members from your school show up on time for
professional development sessions and activities?
Do your colleagues share your enthusiasm for experimenting
with new techniques?
Are you encouraged by colleagues to learn about new ideas and
strategies?
Do your colleagues support your efforts to make improvements?
Are your efforts to improve belittled by certain colleagues?
Do you have opportunities to visit the classrooms of colleagues
and observe their teaching?
Do colleagues observe your teaching and discuss ideas and
strategies with you?
Are your colleagues enthusiastic about opportunities to plan
collaboratively?
Do your colleagues frequently engage in conversations about
ways to improve?
Do colleagues often ask you about your results with students?
3
Guskey’s Framework for Evaluating Professional Development
Level 3 – Organization Support & Change
Aspects of
Organization
Support &
Change
Example Evaluation Questions





Principal’s
leadership &
support








Example Evidences/Notes
Is the principal an active and enthusiastic learner?
Does the principal encourage others to learn and participate in
new programs and activities?
Is the principal an attentive participant in professional
development?
Does the principal regularly review information on student
learning progress?
Does the principal encourage involvement in school-wide
decision making?
Is the principal open to new ideas and suggestions?
Does the principal work with teachers to improve instructional
practices?
Are teachers encouraged by the principal to plan collaboratively?
Does the principal encourage peer coaching and mentoring
relationships?
Are teachers’ perspectives honored and valued by the principal?
Does the principal facilitate regular follow-up sessions and
activities?
Are the results of new strategies shared by the principal with all
staff members?
Was there a change in principal during the life of the program or
activity?
4
Guskey’s Framework for Evaluating Professional Development
Level 3 – Organization Support & Change
Aspects of
Organization
Support &
Change
Example Evaluation Questions



Higher-level
administrators’
leadership &
support








Recognition of
success





Example Evidences/Notes
Were district-level administrators involved in planning activities?
Did district leaders actively support the improvement efforts?
Were opportunities provided for sharing with colleagues from
other schools?
When invited, did district-level administrators take part in
program activities?
Did district-level administrators meet requests for information,
supplies, or other resources in a timely manner?
Were district-level administrators kept apprised of progress and
results?
Did district-level administrators support and help coordinate
follow-up activities?
Did district leaders share results with other school staffs?
Do all staff members regularly engage in analyses of student
data to note successes and identify areas that need
improvement?
Are teachers frequently asked about their success with students
and complimented on positive results?
Are successful results with students a regular part of discussions
at faculty meetings?
Do teachers generally take pride in their students’ successes?
Are the favorable comments offered by parents widely shared?
Are high grades seen as an indication of teaching excellence or
lax standards?
Do teachers frequently ask about and compliment each other on
successes with students?
Are teachers recognized and honored for their successes with
students?
5
Guskey’s Framework for Evaluating Professional Development
Level 3 – Organization Support & Change
Aspects of
Organization
Support &
Change
Example Evaluation Questions



Provision of time





Example Evidences/Notes
Are discussions about ways to improve results with students a
regular part of your day?
Did you have sufficient time to prepare for implementing these
new practices?
Was ample time provided for you to meet with colleagues and
plan collaboratively?
Did you have access to necessary facilities at appropriate times?
Were opportunities provided for you to discuss improvement
strategies with colleagues?
Did you have time to revise your strategies and make
appropriate adaptations?
Was time provided for you to discuss difficulties with colleagues
and develop solutions?
Were you offered opportunities to visit colleagues and observe
their classes?
Adapted from Guskey, 2000, pp. 153-166
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