• easier to gather data when PD is completed on an ongoing basis.

• ^Allows for a benchmark and change monitoring

In either case, above, there’s still a challenge of attribution—how do we know our PD was responsible for an outcome (as opposed to something a teacher did or something else entirely)

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Also do tons of PD for own staff, but do little data collection in terms of quality monitoring

• Surveys used in the past felt somewhat tokenized—doing them just to do it

• Can we do multiple regression analysis on our PD delivery?

How do we help people to come back with stories? What would it look like to come back 6 months later to share a story of impact/success.

Evaluation after PL session completed by participants

How will teachers use PD content in their classrooms?

What are next steps/next requests?

• so, is it irresponsible to carry this out without measurement?

• And if student growth is the real purpose, how do we do research design to structure this?

• Almost need a program evaluator to help with this

• Some IUs have a program eval team, but this is usually focused on larger grant projects (more external)

Metrics we want to look at:

• Setting learning goals + how do we measure something like that?

• Sometimes we set up artifacts that will demonstrate learning goals

TaC has a service log and after each touchpoint the consultant logs time and effort.

CRM - Sales Force (capture data in many different ways, expensive, but want to bring it to the IU.

STaR - to track time TaC

Not looking at beneficiaries.

Going well in MTSS conversations but not necessarily other initiatives

Sometimes districts just want the quick training and nothing further

Maybe when taking that request perhaps asking about district expectations

When reporting results and findings of data tailor to audience.

Now what? Being more intentional with design to build that relationship with school.

"If the design pf PD is sufficiently strong and long enough to promote deep changes, it will be possible to measure the impact of PD on student learning." - requires ongoing learning sessions, collaboration, application, and school- and classroom support.

8 steps are comprehensive. Nice to have a systematic process.