Learning Forward
Equity and excellence in teaching and learning.
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Data collection tool drives professional learning improvements
By Thomas Manning
Categories: Continuous improvement, Data, Evaluation & impactFebruary 2024
Collecting evidence of professional learning’s impact starts with assessing the current state of professional learning in any school or system. Measuring whether and how practices are impacting teaching and learning can shape the approaches that systems start, stop, and continue and increases the likelihood that professional learning strategies and programs achieve their intended outcomes. For years, Michael Mauriello has used a valid and reliable method for assessing the current state of professional learning in Rockdale County Public Schools. Since 2015, the district of 15,000 students in Conyers, Georgia, has used Learning Forward’s Standards Assessment Inventory to measure alignment of Rockdale’s professional learning practices to Learning Forward’s Standards for Professional Learning. “The Standards Assessment Inventory has been a reliable tool that provides our district and schools
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Sample SAI indicators
- Professional learning in my school builds my capacity to implement my curriculum with integrity.
- I have the opportunity to build discipline-specific content knowledge and expertise through professional learning at my school.
- The professional learning I experience at my school is relevant to my work.
- Professional learning at my school includes conversations about how cultural and historical barriers can impact student learning.
- Teachers in my school receive ongoing support (e.g., coaching, co-teaching, peer feedback) in various ways to improve teaching.
- My school system has structures and procedures that support collaborative educator learning.
Tom Manning is an education consultant and former Senior Vice President of Professional Services for Learning Forward. For Learning Forward, he led the strategy, management, and business development for consulting and technical assistance services. He advanced Learning Forward’s vision by establishing and maintaining professional service partnerships with states, districts, and schools, and managed a cadre of more than 40 education consultants working across North America. He previously served as Learning Forward’s Associate Director of E-Learning, leading the design and implementation of the association’s online courses, webinars, and virtual learning communities. Prior to joining Learning Forward in 2009, he covered education as a reporter for the Houston Chronicle and Austin American-Statesman. He authored a chapter in the book Powerful Designs for Professional Learning (3rd ed.), and has been published in the Journal of Cases in Educational Leadership. Originally from Boston, Tom received a Bachelor of Arts in English and journalism from Texas Christian University.
Categories: Continuous improvement, Data, Evaluation & impact
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