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Practice:

Evaluate implementation to document what you


are doing
Key Action: Measure quality of implementation activities

SAMPLE MATERIAL: Criteria for Evaluating Professional Development

Purpose: This draft rubric for one dimension of magnet program implementation—
professional development—is one approach to evaluating the extent
to which program activities are effectively implemented. You may
wish to adapt elements of this rubric to measure the quality of your
own professional development activities, or to prompt discussion of
implementation rubrics as a way to determine the quality of other
program activities.

Source: Evaluation team, Chicago Public Schools; About Learning, Inc., external
evaluator for Chicago Public Schools’ Magnet Cluster Initiative in
2004. Elements of the rubric are from Charlotte Danielson’s Enhancing
Professional Practice: A Framework for Teaching (1996), Alexandria,
VA: Association for Supervision and Curriculum Development; and
the National Staff Development Council’s Standards for Professional
Development at (last accessed December 10, 2008).

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Practice: Evaluate implementation to document what you
are doing
Key Action: Measure quality of implementation activities

Dimensions of Implementation – Criteria for Professional Development ** DRAFT FOR DISCUSSION**

Dimension – Criteria for


Professional Level 1 Level 2 Level 3 Level 4
Development
Support structures
emphasize a collegial,
The training context is Participants share in a Support structures emphasize a collegial,
reflective learning process
appropriate for adult collegial reflection of their reflective learning process.
around specific goals.
learning, allowing work, focused mutually on Goals are aligned with those of the school
Leadership guides
participants reflection and school or district goals. The and district. Leadership guides continuous
Learning Communities conversation about their professional development is
continuous instructional
instructional improvement. Resources are
improvement, supports
questions and needs for ongoing, and changes in provided to support the collaborative
meaningful practices, and
improving the learning of all implementation are learning process, including formative
provides appropriate
students. expected. evaluation and refinement.
strategies and resources for
implementation.
Applies research-based
Offers research-based strategies in a reflective Research-based strategies are applied
Offers research-based strategies and tools to meet environment, encouraging appropriately to the goal. Participants
Research-based strategies and tools to meet program goals; uses site- teacher research of own apply knowledge and skills to learn and to
program goals. based data for decision- applications. Continuous collaborate. Multiple sources of information
making. improvement is driven by contribute to evaluation.
disaggregated student data.
Addresses issues of
learning equity: Is
understanding and Addresses issues of learning equity: Is
Provides knowledge and appreciative of all students, understanding and appreciative of all
Recognizes that
skills for better creates safe and supportive students, creates safe and supportive
improvement of the learning
understanding student learning environments, and learning environments, and maintains high
Quality Teaching of all students is a primary
needs and for enhancing maintains high expectations expectations for academic achievement.
goal of professional
instructional services for all for academic achievement. Measurably enhances educators’ content
development.
students. Offers guided practice in knowledge, instructional skills, and
instructional delivery and assessment design and use.
assessment design and
use.
Integrates family and
Presents tools for involving Provides knowledge and skills to expand
Betters communication with community in students’
Family Involvement family.
families in students’
decision-making and
appropriate involvement of families and
learning. other community stakeholders.
learning opportunities.

About Learning, Inc., for Chicago Public Schools’ Magnet Cluster Initiative in 2004.
Danielson, C. (1996). Enhancing professional practice: A framework for teaching. Alexandria, VA: Association for Supervision and Curriculum Development.
Criteria developed using the National Staff Development Council’s Standards for Professional Development. A complete discussion of these standards can be found at
http://www.nsdc.org/standards/index.cfm (last accessed December 10, 2008).