Evaluation Instrument

Alexandria Benson

Kennesaw State University

Dr. Kevin Graziano

 Evaluation Instrument

“Effective professional learning evaluation requires the consideration of five critical stages or

levels of information” (Guskey, 2016, p. 32). These five levels are organized by complexity. The five

stages which Guskey uses to gauge professional learning effectiveness include Participants’ Reaction,

Participants’ Learning, Organizational Support and Change, Participants’ Use of Knowledge, and Student

Learning Outcomes. Using Guskey’s model of effectiveness, evaluation instruments have been created to

measure the effectivity of a professional development series I led with the staff at North LaFayette

Elementary School. The series covered two new math strategies administrators wanted teachers to begin

implementing—Counting Collections and Number Talks.

Level 1: Participants’ Reactions

The first level is the most common form of professional learning evaluation and the easiest type of

data to collect and analyze. It takes a snapshot of participants’ reactions to the professional learning

experience. Upon the initial professional learning session, participants’ reactions would be evaluated

through an exit ticket. Using Google Forms, an exit ticket has been created to better understand teachers’

reactions to the professional developments I led this semester. Click the image below to access the exit

ticket.
 Participant Reaction 1) On a scale from 1-5, how engaging was the session?
Questions 2) On a scale from 1-5, how relevant was this professional
development?
3) One thing I would have liked to see or do during the
session.....
4) One thing I would change would be.....
5) My favorite thing I learned......

Level 2: Participants Learning

Level two of Guskey’s model of effectiveness focuses on “measuring the new knowledge, skills,

and perhaps attitudes or dispositions that participants gain” (Guskey, 2016, p. 34). In order to

successfully measure the level of learning which occurred as a results of the professional developments,

teachers will have the opportunity to complete a survey before the session and after the session. The

surveys will guide the coach’s understanding of teacher engagement and major takeaways. Additionally,

the surveys will assist in establishing the current reality and next steps (Learning Forward, 2011).
 Pre-Session Survey 1) On a scale of 1-5, how would you rate your current
knowledge of Counting Collections?
2) On a scale of 1-5, how would you rate your current
knowledge of Nearpod?

Post-Session Survey 1) What new information did you learn from today’s
coaching/training session?
2) How likely are you to try this new technology in your
classroom? (on a scale from 1-5)
3) Describe additional support needed to implement strategy
of your choice with fidelity.

Level 3: Organizational Support and Change

Level three of Guskey’s model of effectiveness focuses on measuring the organizational

impact of the coaching sessions. This takes place several weeks after training has occurred and

assists in identifying any additional supports which may be needed for teacher and student

success.

Follow Up Questions 1) How has the implementation of Counting Collections and

Number Talks been advocated, facilitated, and supported
beyond the initial training?
2) What additional supports, if any, do you need to
successfully implement the math strategies into your math
classroom?

Level 4: Participants’ Use of Knowledge

At level four of Guskey’s model, enough time must pass to provide opportunities for

teachers to adapt to the new strategies and implement them within their classrooms. At this stage,

teachers are evaluated on their application of the new skills and strategies within their

professional practice.
Observation Rubric:

Level 1 Level 2 Level 3 Level 4

The teacher has not The teacher has The teacher has The teacher has
implemented begun implementing implemented mastered Counting
Counting Counting Counting Collections and/or
Collections and/or Collections and/or Collections and/or Number Talks and
Number Talks within Number Talks within Number Talks within supports peer
their lessons. their lessons; their lessons with implementation of
however, additional fidelity. the strategies
coaching is needed. through
collaboration.

Level 4 Follow Up Questions:

1) Explain how you utilized Counting Collections and/or Number Talks within your

classroom,

2) Describe any barriers or challenges experiences that may have impacted successful

implementation.

3) How has the implementation of Counting Collections and/or Number Talks impacted the

learning environment?

4) What improvements are needed to increase Counting Collections and/or Number Talks

effectiveness?

Level 5: Student Learning Outcomes

At level five of Guskey’s model, teachers collect student data and determine the impact of

the strategy on students. Once student impact is observed, then stakeholders should collaborate to

determine correlation of impact and strategy or technology implementation.

Teacher Interview Questions:

1) How was student learning impacted by the implementation of Counting Collections

and/or Number Talks?

2) Did the implementation of Counting Collections and/or Number Talks increase

student achievement?

Student Interview Questions:

1) What did you like most about Counting Collections and/or Number Talks? What did

you like least?

2) If you were the teacher, what would you change about Counting Collections and/or

Number Talks?

3) Do you feel successful when learning?

 References

Guskey, T. R. (2016). Gauge impact with 5 levels of data. The Learning Professional,

37(1),

32-37.

Learning Forward. (2011). Standards for professional learning. Oxford, OH: Author.