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Module 3, Principle 4: Monitor and Assess

Effective principals keep track of teacher participation in professional development and other identified support activities. They also use formative assessment and teacher observation data to review and adjust (if needed) the teacher support activities throughout the school year. Effective principals also use teacher perception, evaluation, and student achievement and growth data to decide whether the teacher supports have contributed towards improvement in areas of need. They specify how the professional development will be evaluated to determine (1) whether the activity took place as planned, (2) teacher perceptions of the relevance and usefulness of the activity and (3) whether the activity achieved the intended outcome(s).

Quick Reads

Read the following article:

Guskey, T.R. (2002). “Does it make a difference: Evaluating Professional Development”; Educational Leadership, 59(6), 45-51

Additional Resources

  1. Coggshall, Jane G., Claudette Rasmussen, Amy Colton, Jessica Milton, and Catherine Jacques. (2012) Generating Teaching Effectiveness: The Role of Job-Embedded Professional Learning in Teacher Evaluation. Research & Policy Brief. National Comprehensive Center for Teacher Quality. Retrieved from (particularly Table 2 on page 16).
  2. Haslem, M.B. (2010). Teacher Professional Development Evaluation Guide. Retrieved from
  3. Professional Development Evaluation Rubric. Retrieved from
  4. Exemplar Professional Development Exit Questionnaire. Retrieved from

Reflection Activity

Open your saved document labeled Strategic Support and Professional Development Reflection that you began in Principle 1. Complete the fourth column.

Continue to Module 3: Summative Activity