Thomas+Guskey+reading

=Thomas Guskey reading: = =//**Professional development and evaluation** //=

Introduction
> [| http://www.peecworks.org/PEEC/PEEC_Inst/S00B98BD1-00B9920B]
 * 1) Download the reading:

Goal
Leaders will understand what Thomas Guskey's work says about evaluating teacher professional learning if it is to have positive impact on student learning outcomes.


 * Outcome**: Participants will have reflected on their organisational practice in relation to Guskey's work and will have greater awareness of how they might apply Guskey's five-step model for evaluation.

Structure
This reading is in the form of a short interview with Thomas Guskey. After reading the interview, there are the following activities:

**Reading for meaning questions** - questions that can act as a study guide as you move through the text and will help to clarify your thinking.

**Reflection questions** - questions for you to reflect on within your own context.

**Contribution to the group** - sharing back some of your thinking around the concepts from the section.

= =

Summary of Guskey reading
The table below provides a summary of the material in the reading.


 * ==== ** Evaluation Level ** ====

|| ==== ** What questions are addressed? ** ====

|| ==== ** How will information be gathered? ** ====

|| ==== ** What is measured or assessed? ** ====

|| ==== ** How will the information be used? ** ==== ||
 * ==== ** 1. Participant's ** ====

|| # Did they like it?
 * 1) Was their time well spent?
 * 2) Did the material make sense?
 * 3) Will it be useful?
 * 4) Was the leader knowledgeable and helpful?
 * 5) Were the refreshments fresh and tasty?
 * 6) Was the room the right temperature?
 * 7) Were the chairs comfortable? || * Questionnaires gathered at end of session. || * Initial satisfaction with the experience || * To improve programme design and delivery ||
 * ==== ** 2. Participant's ** ====

|| * Did participants acquire the intended knowledge and skills? || * Paper and pencil instruments
 * Simulations
 * Demonstrations
 * Participant reflections (oral and written)
 * Participant portfolios || * New knowledge and skills of participants || * To improve programme content, format, and organisation ||
 * ==== ** 3. Organisation ** ====

|| * What was the impact on the organisation?
 * Did it affect organisational climate and procedures?
 * Was implementation advocated, facilitated and supported?
 * Was the support public and overt?
 * Were the problems addressed quickly and efficiently?
 * Were sufficient resources made available?
 * Were successes recognised and shared? || * District and school records
 * Minutes from follow-up meetings
 * Questionnaires
 * Structured interviews with participants and district or school administrators
 * Participant portfolios || * The organisation’s advocacy, support, accommodation, facilitation, and recognition || * To document and improve organisational support
 * To inform future change efforts ||
 * ==== ** 4. Participant's ** ====

|| * Did participants effectively apply the new knowledge and skills? || * Questionnnaire
 * Structured interviews with participants and their supervisors
 * Participant reflections (oral and /or written)
 * Participant portfolios
 * Direct observations
 * Video and/or audio tapes || * Degree and quality of implementation || * To document and improve the implementation of the programme ||
 * ==== ** 5. Student ** ====

|| * What was the impact on students? > || * Student records
 * Did it effect student performance or achievement?
 * Did it influence students’ physical or emotional well-being?
 * Are students more confident as learners?
 * Is student attendance improving?
 * Are dropouts decreasing?
 * School records
 * Questionnaires
 * Structured interviews with students parents teachers and/ or school leaders
 * Participant portfolios || * Student learning outcomes:
 * cognitive (performance and achievement)
 * affective (attitudes and dispositions)
 * psychomotor (skills and behaviours) || * To focus and improve all aspects of programme design, implementation and follow-up
 * To demonstrate the overall impact of professional development ||


 * 1) What new level did Guskey add to Kirkpatrick’s model for evaluating training programmes and why did he do so?
 * 2) How can the model be used for formative purpose?
 * 3) What is the summative purpose of the model?
 * 4) Why is each level of the model necessary?
 * 5) What does Guskey mean by the reversal of the model” and why is it important to professional learning?
 * 6) Why are levels 3, 4 and 5 of the model so difficult to accomplish?
 * 7) What distinction does Guskey make between “proof” and “evidence” of improved student learning outcomes. What does he suggest is the way forward in this area?
 * 8) What major challenge does Guskey identify about changing teacher practice over time?

Guskey identifies extended time, and job embedded activities as making a difference to professional learning, but indicates that these must be thought about and implemented wisely.
 * Reflective activity**
 * How does this information inform you about how to plan for successful professional learning in your school/cluster?
 * What things do you need to modify in your current approach?

**C. Contribution to the group**

 * Make comment in response to the question prompt in the ' [|Discussion forum - What are the important elements of Guskey’s model and what factors assist in planning for successful programmes of professional learning?']