Practice:

Evaluate implementation to document what you

are doing
Key Action: Measure quality of implementation activities

SAMPLE MATERIAL: Criteria for Evaluating Professional Development

Purpose: This draft rubric for one dimension of magnet program implementation—
professional development—is one approach to evaluating the extent
to which program activities are effectively implemented. You may
wish to adapt elements of this rubric to measure the quality of your
own professional development activities, or to prompt discussion of
implementation rubrics as a way to determine the quality of other
program activities.

Source: Evaluation team, Chicago Public Schools; About Learning, Inc., external
evaluator for Chicago Public Schools’ Magnet Cluster Initiative in
2004. Elements of the rubric are from Charlotte Danielson’s Enhancing
Professional Practice: A Framework for Teaching (1996), Alexandria,
VA: Association for Supervision and Curriculum Development; and
the National Staff Development Council’s Standards for Professional
Development at (last accessed December 10, 2008).

1

Dimensions of Implementation – Criteria for Professional Development
Dimension – Criteria for
Professional Level 1
Development
The training context is
appropriate for adult
learning, allowing
participants reflection and
Learning Communities conversation about their
questions and needs for
improving the learning of all
students.
Offers research-based
Research-based strategies and tools to meet
program goals.
Recognizes that
improvement of the learning
Quality Teaching of all students is a primary
goal of professional
development.
Betters communication with
Family Involvement family.
About Learning, Inc., for Chicago Public Schools’ Magnet Cluster Initiative in 2004.
Danielson, C. (1996). Enhancing professional practice: A framework for teaching. Alexandria, VA: Association for Supervision and Curriculum Development.
Criteria developed using the National Staff Development Council’s Standards for Professional Development. A complete discussion of these standards can be found at
http://www.nsdc.org/standards/index.cfm (last accessed December 10, 2008).
Practice: Evaluate implementation to document what you
Key Action: Measure quality of implementation activities
Level 2
Participants share in a
collegial reflection of their
work, focused mutually on
school or district goals. The
professional development is
ongoing, and changes in
implementation are
expected.
Offers research-based
strategies and tools to meet
program goals; uses site-
based data for decision-
making.
Provides knowledge and
skills for better
understanding student
needs and for enhancing
instructional services for all
students.
Presents tools for involving
families in students’
learning.
are doing
** DRAFT FOR DISCUSSION**
Level 3 Level 4
Support structures
emphasize a collegial,
Support structures emphasize a collegial,
reflective learning process
reflective learning process.
around specific goals.
Goals are aligned with those of the school
Leadership guides
and district. Leadership guides continuous
continuous instructional
instructional improvement. Resources are
improvement, supports
provided to support the collaborative
meaningful practices, and
learning process, including formative
provides appropriate
evaluation and refinement.
strategies and resources for
implementation.
Applies research-based
strategies in a reflective Research-based strategies are applied
environment, encouraging appropriately to the goal. Participants
teacher research of own apply knowledge and skills to learn and to
applications. Continuous collaborate. Multiple sources of information
improvement is driven by contribute to evaluation.
disaggregated student data.
Addresses issues of
learning equity: Is
understanding and Addresses issues of learning equity: Is
appreciative of all students, understanding and appreciative of all
creates safe and supportive students, creates safe and supportive
learning environments, and learning environments, and maintains high
maintains high expectations expectations for academic achievement.
for academic achievement. Measurably enhances educators’ content
Offers guided practice in knowledge, instructional skills, and
instructional delivery and assessment design and use.
assessment design and
use.
Integrates family and
Provides knowledge and skills to expand
community in students’
decision-making and
appropriate involvement of families and
other community stakeholders.
learning opportunities.