Thomas+Guskey



The content and activities for this reading will be available online by the time Week Three of the module is scheduled to start, on Monday 18 May. Watch this space!

Welcome to the third week of the Leading Learning module! Before you get started working through the material below, there are some initial steps for you to take: 
 * 1) If you haven't already, introduce yourself on the Voicethread that can be found on the Getting to know you page. If you need support in using Voicethread, you can find instructions on the Voicethread page in the Resources section.
 * 2) You may wish to sign up for a Mindmeister account (introduced as a web2.0 tool in the last module for visual summary) in order to use this as a summarising tool at the end of the module. See the instructions under Using Web2.0 tool support on the navigation bar to the left.
 * 3) Make sure that you have downloaded the reading for this week "**Professional development and evaluation"** which can be found at[| http://www.peecworks.org/PEEC/PEEC_Inst/S00B98BD1-00B9920B]

**Goal for Week Two**
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 5 step model for evaluation, to support the professional learning of the ICT PD programme they are implementing in their organisation.

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


 * [[image:reading_miniature_hebedesign.jpg width="79" height="53"]]Reading for Meaning questions** - questions that 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 that section.

=Guskey Reading  = The Guskey reading can be found at [] the table below provides a summary of the material in the reading.

Summary
|| ** What questions are addressed? ** || ** How will information be gathered? ** || ** What is measured or assessed? ** || ** How will the information be used? ** || reactions ** || 1.Did they like it? 2.Was their time well spent? 3.Did the material make sense? 4.Will it be useful? 5.Was the leader knowledgeable and helpful? 6.Were the refreshments fresh and tasty? 7. Was the room the right temperature? 8.Were the chairs comfortable? || Questionnaires gathered at end of session || Initial satisfaction with the experience || To improve programme design and delivery || learning ** || 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 || support & change ** || What was the impact on the organization? Did it affect organizational 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 recognized 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 organizational support To inform future change efforts. || use of new knowledge and skills ** || 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 || learning outcomes ** || What was the impact on students? Did it effect student performance or achievement? Did it influence students’ physical or emaotional well-being? Are students more confident as learners? Is student attendance improving? Are dropouts decreasing? || Student records 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 ||
 * ** Evaluation Level **
 * ** 1. Participant's
 * ** 2. Participant's
 * ** 3. Organisation
 * ** 4. Participant's
 * ** 5. Student

Guskey, T.R. (2000) Evaluating Professional Development. Thousand Oaks, CA: Crown Press.
Reading For Meaning Questions 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 practise over time?
 * [[image:reading_miniature_hebedesign.jpg width="67" height="51"]] A. Reading for Meaning**

**B. Personal Reflection**

Reflective Activity 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. Read what ICT PD Clusters, exiting from the project, have said about a) Effective models for professional learning -  Collated responses from final milestones b) The student learning outcomes they believe they are beginning to observe as a result of the 3 year ICT PD focus - End of project survey data

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?

Create a mindmap using [|Mindmeister] See instructions for setting up an account in Using Web 2.0 tools Or Add your comments to the Discussion Forum above.
 * [[image:group_hug_melaclaro.jpg width="69" height="49"]] C. Contribution to the Group**

What are the important elements of Guskey’s model and what factors assist in planning for successful programmes of professional learning?

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