AALPD PD Quality Standards Feedback

(a) Offerings support standards-based education

(b) Uses various types of classroom assessment appropriate to learners

(c) Provides opportunities for reflective practice

(d) Prepares instructors to address new content through varied teaching strategies

(e) Uses instructional and professional materials that reflect research and professional wisdom and offer evidenced-based content instruction

(a) PD planning takes into account the principles of universal design

(b) PD providers are trained in the principles of universal design

(c) PD planning takes into account the diversity of the professional development population including issues related to gender, ethnicity, race, poverty, first language, and disabilities

(d) PD providers use differentiated instruction to meet the needs of all learners

(a) Identification of practitioner needs takes into account the perspectives of teachers and program leaders, state and program data, developments in research

(b) Needs are identified through a variety of needs assessments methods (needs surveys, PD evaluations, program data, etc.)

(c) The system uses teacher data to plan appropriate offerings

(d) Individuals have PD plans that are related to program improvement plans (which are linked to state priorities and requirements)

(e) PD offerings are aligned with students’ programs and state education agency’s goals

(a) The state and local systems have formative evaluation processes to gauge how well the professional development is reaching and serving all practitioners

(b) Evaluative information is collected at different levels (e.g., participant satisfaction, participant learning, participant change in thinking or practices, and organizational impact) as identified in research

(c) As resources and conditions permit, the impact of the professional development on student learning is evaluated

(a) The research base related to PD is made explicit

(b) There are specific learning activities designed to help practitioners understand how to find and use research

(c) Practitioners are encouraged to examine research critically

(d) Practitioners are given opportunities to apply research to their own practice

(e) Practitioners are given opportunities to research their practice

(a) Activities have clear goals and objectives

(b) Practitioner learning/instruction takes place over weeks or months

(c) The PD includes opportunities for application of new learning

(d) PD is available in varied formats such as: face-to-face and online workshops, courses, study groups, sharing groups, university-based classes, self-study, technical assistance, program-based work, etc.

(e) The system offers a variety of activities designed to build the technological comfort and competence of practitioners

(a) PD activities have theory and application components

(b) PD activities build on participants’ prior knowledge

(c) PD activities foster motivation and build confidence of participants

(d) PD activities promote active learning, a spirit of inquiry, and reflection

(a) PD activities address questions such as how to build and sustain community collaborations of service providers and other stakeholders

(b) PD activities include training in community planning processes and team-building

(a) The professional development (PD) system includes opportunities for ongoing learning through participating in online discussions, webinars and courses, adding to PD wiki areas, contributing work to on-line collections, presenting to peers, writing for newsletters and journals etc.

(b) PD offerings provide opportunities to build the capacity of program teams to work collaboratively on program improvement (e.g., curriculum development projects, program evaluation projects, content standards development, building resource collections)

(a) Leadership positions such as lead teacher, program director, professional development provider, state director of adult education and other leadership positions are identified and individuals who are interested in pursuing, or who are in those positions, are provided with the training they need to fill those positions

(b) Leaders solicit input from practitioners regarding PD priorities

(c) Leaders coordinate efforts and facilitate communication across national, state, and local levels

(d) Leaders guide the alignment of student, program, and state goals

(e) Leadership strengths and needs are identified with a variety of tools

(a) Staff are supported by:

i. paid professional development time

ii. paid substitutes to allow for participation

iii. paid planning time for instruction

(b) Regular staff meetings are held to enable practitioners to share in decision making for their program

(c) Time is provided for practitioners to develop a professional development plan, access professional development that supports the plan, and receive supportive monitoring by supervisors NOTE: See the AALPD Professional Development Policy Recommendations and the Policy Matrix with research rationale and examples from practice.