Running Head: THE EFFECTIVENESS OF PROFESSIONAL DEVELOPMENT
PLANNING WITH THE IMPLEMENTATION OF TARGETED INSTRUCTIONAL
STRATEGIES AND THE IMPACT ON TEACHER EVALUATIONS AND STUDENT
GROWTH

©2020
Michaelene Sepesy
ALL RIGHTS RESERVED

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THE EFFECTIVENESS OF PROFESSIONAL DEVELOPMENT PLANNING WITH
THE IMPLEMENTATION OF TARGETED INSTRUCTIONAL STRATEGIES AND
THE IMPACT ON TEACHER EVALUATIONS AND STUDENT GROWTH

THE EFFECTIVENESS OF PROFESSIONAL DEVELOPMENT PLANNING
WITH THE IMPLEMENTATION OF TARGETED INSTRUCTIONAL
STRATEGIES AND THE IMPACT ON TEACHER EVALUATIONS AND
STUDENT GROWTH

Michaelene Sepesy, M.Ed.

Doctoral Capstone Project Submitted in Partial Fulfillment of the
Requirements for the Degree of Doctor of Education (EdD) in Education

Administration and Leadership

July 2020

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THE EFFECTIVENESS OF PROFESSIONAL DEVELOPMENT PLANNING WITH
THE IMPLEMENTATION OF TARGETED INSTRUCTIONAL STRATEGIES AND
THE IMPACT ON TEACHER EVALUATIONS AND STUDENT GROWTH

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THE EFFECTIVENESS OF PROFESSIONAL DEVELOPMENT PLANNING WITH
THE IMPLEMENTATION OF TARGETED INSTRUCTIONAL STRATEGIES AND
THE IMPACT ON TEACHER EVALUATIONS AND STUDENT GROWTH
ABSTRACT
Using teacher evaluation score averages, Instructional Rounds data, and student
assessment score averages from the Northwest Evaluation Association Measures of
Academic Progress (NWEA MAP) assessment at two elementary school campuses in a
large West Texas city, this research study investigated the affects that effective
professional development planning and teacher effectiveness had on student achievement.
This study is a quantitative action research project utilizing archival data from the 2018 –
2019 school year as a baseline, as well as 2019 – 2020 data collected throughout the
entirety of the research study. The data was collected after each professional development
training in order to identify the utilization of the targeted instructional strategies
implemented to analyze the relationship between teacher evaluation scores and the
implementation of targeted professional development. NWEA MAP assessment averages
from students were collected and analyzed in order to identify the relationship between
the implementation of effective professional development and targeted instructional
strategies, and teacher evaluation scores. The results of this research study indicated an
increase in teacher evaluation score averages with increased usage of the targeted
instructional strategies and fidelity to the professional development trainings. In addition,
the findings indicated that groups of students and teachers had higher increases in overall
teacher evaluation averages and student NWEA MAP Rasch Unit (RIT) score averages
when implementing the targeted instructional strategies with more fidelity to the
professional development trainings. Also, the results indicated consistency at both
campuses in the use of the teacher evaluation rubric, since both of the focus campuses in

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THE EFFECTIVENESS OF PROFESSIONAL DEVELOPMENT PLANNING WITH
THE IMPLEMENTATION OF TARGETED INSTRUCTIONAL STRATEGIES AND
THE IMPACT ON TEACHER EVALUATIONS AND STUDENT GROWTH
this research study used the same teacher evaluation rubric and received the same
calibration training at the beginning of the 2019 – 2020 school year,. The
recommendations discussed within this research study include; encouraging fidelity to the
professional development training and the implementation of the targeted instructional
strategies, including additional campuses to add more teachers and students to the focus
groups, additional time parameters, and a structured testing protocol in order to have a
testing environment conducive for student concentration. In addition, it was
recommended to include individualized teacher evaluation scores and student NWEA
MAP RIT scores to identify more individualized increase or decreases on teacher
evaluations and student assessment scores.

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THE EFFECTIVENESS OF PROFESSIONAL DEVELOPMENT PLANNING WITH
THE IMPLEMENTATION OF TARGETED INSTRUCTIONAL STRATEGIES AND
THE IMPACT ON TEACHER EVALUATIONS AND STUDENT GROWTH
ACKNOWLEDGEMENTS
The completion of this research study could not have been possible without the
participation and assistance of so many people whose names may not be mentioned here.
Their contributions are greatly appreciated and acknowledged. However, I would like to
express great appreciation particularly to the following:
Dr. Todd Keruskin, Dr. Ahmet Cetinkaya, Ms. Andrea Carzoli, Mr. Jesus Ortega,
and Ms. Grace Cruz for their support throughout this process.
A special thank you is extended to Chris Sefcheck for his continued support,
motivation and competitiveness that drove me to completion first.
To all of my relatives, friends and others who in one way or another shared their
support, thank you.
Above all, to my daughter, Lordyn Sepesy, a special thank you for loving me
always, providing me time to complete this endeavor by sleeping late on weekends, and
for motivating me to always do better, thank you. I love you always.

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THE EFFECTIVENESS OF PROFESSIONAL DEVELOPMENT PLANNING WITH
THE IMPLEMENTATION OF TARGETED INSTRUCTIONAL STRATEGIES AND
THE IMPACT ON TEACHER EVALUATIONS AND STUDENT GROWTH
TABLE OF CONTENTS
ABSTRACT ........................................................................................................................ 4
ACKNOWLEDGEMENTS ................................................................................................ 6
TABLE OF CONTENTS .................................................................................................... 7
INTRODUCTION ............................................................................................................ 10
Statement of the Problem .............................................................................................. 10
Purpose of the Research ................................................................................................ 11
Research Questions ....................................................................................................... 11
Significance of the Study .............................................................................................. 12
Desired Outcomes of the Study..................................................................................... 12
Definition of Terms ....................................................................................................... 13
Financial Implications ................................................................................................... 14
Summary ....................................................................................................................... 15
REVIEW OF LITERATURE ........................................................................................... 16
History of Teacher Preparation Programs and Professional Development ................... 17
Effective Professional Development ............................................................................. 18
Content-Focused ........................................................................................................ 20
Incorporates Active Learning .................................................................................... 21
Supports Collaboration .............................................................................................. 22
Uses Models of Effective Learning ........................................................................... 22
Provides Coaching and Expert Support ..................................................................... 23
Offers Feedback and Reflection ................................................................................ 24
Sustained Duration .................................................................................................... 25
Teacher Effectiveness ................................................................................................... 27
Planning and preparation ........................................................................................... 28
Classroom Environment ............................................................................................ 29
Instruction .................................................................................................................. 29
Professional development Impact on Teacher Effectiveness ........................................ 30
Teacher Performance and Student Achievement .......................................................... 32

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THE EFFECTIVENESS OF PROFESSIONAL DEVELOPMENT PLANNING WITH
THE IMPLEMENTATION OF TARGETED INSTRUCTIONAL STRATEGIES AND
THE IMPACT ON TEACHER EVALUATIONS AND STUDENT GROWTH
Measuring and Supporting Effective Teaching ............................................................. 35
Instructional Rounds .................................................................................................. 36
Northwest Evaluation Association Measures of Academic Progress ........................ 39
Instructional Best Strategies ...................................................................................... 43
Professional Learning Communities ......................................................................... 46
Micro-credentials ....................................................................................................... 48
Summary ....................................................................................................................... 50
METHODOLOGY ........................................................................................................... 52
Purpose of the Study ..................................................................................................... 52
Research Questions ....................................................................................................... 53
Setting and Participants ................................................................................................. 53
Research Method and Plan ............................................................................................ 55
Implementation of Targeted Instructional Strategies through Professional Development
....................................................................................................................................... 56
Instructional Rounds Process ........................................................................................ 57
Teacher Evaluation and Student Growth ...................................................................... 58
Fiscal Implications ........................................................................................................ 64
Budget Narrative & Indirect Costs ................................................................................ 65
Methods of Data Collection .......................................................................................... 67
Timeline ........................................................................................................................ 69
Validity .......................................................................................................................... 72
Summary ....................................................................................................................... 73
RESULTS ......................................................................................................................... 74
Research Questions ....................................................................................................... 74
Demographic Data......................................................................................................... 75
Teacher and Student Demographics .............................................................................. 75
Teacher Evaluation Data ............................................................................................... 79
Instructional Rounds Data ............................................................................................. 81
Targeted Instructional Strategies Data .......................................................................... 86
NWEA MAP Data ......................................................................................................... 90

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THE EFFECTIVENESS OF PROFESSIONAL DEVELOPMENT PLANNING WITH
THE IMPLEMENTATION OF TARGETED INSTRUCTIONAL STRATEGIES AND
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NWEA MAP Reading Assessment Data ................................................................... 91
NWEA MAP Math Assessment Data ........................................................................ 96
Data Triangulation....................................................................................................... 102
Summary ..................................................................................................................... 107
CONCLUSIONS & REFLECTIVE PLANNING .......................................................... 108
Overview ..................................................................................................................... 108
Research Questions ..................................................................................................... 108
Purpose of the Study ................................................................................................... 109
Methodology Review .................................................................................................. 110
Summation of Major Findings .................................................................................... 111
Findings Related to the Literature ............................................................................... 111
Fiscal Implications ...................................................................................................... 122
Recommendations for Future Plans ............................................................................ 122
Concluding Remarks ................................................................................................... 124
Appendix ......................................................................................................................... 126
References ....................................................................................................................... 132

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THE EFFECTIVENESS OF PROFESSIONAL DEVELOPMENT PLANNING WITH
THE IMPLEMENTATION OF TARGETED INSTRUCTIONAL STRATEGIES AND
THE IMPACT ON TEACHER EVALUATIONS AND STUDENT GROWTH
CHAPTER 1
INTRODUCTION
Professional development within a West Texas statewide charter school
organization is most often determined by the district’s central office curriculum directors
in Houston, Texas and is mainly focused on content. However, teachers know their
content, but delivering and implementing it in the classroom using the best practice
strategies is a concern for district and campus administration. With inconsistencies and
lower than average state Reading and Math assessment scores throughout the district in
grades 3 through 5, changes in professional development planning and delivery are
needed. Since the HPS charter school district implemented the Harvard Model for
Instructional Rounds (IR) during the 2018 - 2019 school year, problems of practice have
been identified at each of the district’s fifty-seven campuses.
Statement of the Problem
Professional development serves as advanced learning opportunities for teachers,
which can lead to more effective educators as well as growth in student learning and
achievement. Inconsistencies in the development and implementation of effective
professional development often hinders teacher growth in order for them to become more
effective in the classroom, essentially leading to a lack in student growth on state or local
assessments. The problem addressed in this study was whether teacher and student
performance data is affected by the implementation of targeted professional
developments based on identified problem of practice.

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THE EFFECTIVENESS OF PROFESSIONAL DEVELOPMENT PLANNING WITH
THE IMPLEMENTATION OF TARGETED INSTRUCTIONAL STRATEGIES AND
THE IMPACT ON TEACHER EVALUATIONS AND STUDENT GROWTH
Purpose of the Research
The purpose of this research was to examine the implementation of targeted
professional development planning and delivery based on the identified problems of
practice while focusing on specific instructional strategies. The research identified the
correlation, if any, between the implementation of targeted professional development
planning of instructional strategies and teacher effectiveness on evaluation scores based
on the district Instructional Rounds (IR) problem of practice developed from the Harvard
Instructional Rounds Model. The study focused on targeted professional developments
and their impact on teacher effectiveness based on evaluation scores and student
performance on norm-referenced test results from the Northwest Evaluation
Association’s Measure of Academic Progress exam (NWEA MAP).
Research Questions
1. What effect does the implementation of targeted professional development, based on
Instructional Rounds Problems of Practice, have on teacher evaluation scores?
2. What effect does the implementation of targeted professional development planning,
based on Instructional Rounds Problems of Practice, have on student performance on
assessment results?
3. What effect does the implementation of specific instructional strategies in Math and
Reading classrooms, based on Instructional Rounds Problems of Practice, have on
teacher effectiveness?

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THE EFFECTIVENESS OF PROFESSIONAL DEVELOPMENT PLANNING WITH
THE IMPLEMENTATION OF TARGETED INSTRUCTIONAL STRATEGIES AND
THE IMPACT ON TEACHER EVALUATIONS AND STUDENT GROWTH
4. What effect does the implementation of specific instructional strategies in Math and
Reading classrooms, based on Instructional Rounds Problems of Practice, have on
student performance on assessment results?
Significance of the Study
As the Director of Academics for Pre-Kindergarten through 8th grade for the HPS
West Texas charter school district, this research study was significant to the researcher
and the district because it added to the understanding of the relationship between teacher
evaluation scores and student performance. Also, as the Director of Academics, the
researchers’ duties included working and assisting all teachers in growing their skill sets
to become more effective instructors in the classroom. This study also used strategic and
targeted instructional best strategies to find correlations between their classroom
implementation, teacher evaluation scores, and student performance. Current teacher
evaluation scores and student performance on the NWEA MAP assessments do not show
a correlation with teacher effectiveness. 2018-19 teacher evaluations and NWEA MAP
data were used as baseline data for this analysis.
Desired Outcomes of the Study
This study hoped to determine that planning targeted professional development
for teachers based on the identified district problems of practice would lead to more
effective classroom teachers based on teacher evaluation scores. By having effective
educators implement specific instructional strategies that tie into the identified district

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THE EFFECTIVENESS OF PROFESSIONAL DEVELOPMENT PLANNING WITH
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problems of practice, the researcher hoped to conclude that students show growth on
NWEA MAP data.
Definition of Terms
Effective Professional Development: Structured professional learning that results in
changes in teacher practices and improvements in student learning outcomes (DarlingHammond, Hyler, and Gardner, 2017, p. v).
Instructional Best Practices: Techniques that teachers use in order to help students
become independent, strategic thinkers (Alberta Learning, 2002, p. 1).
Instructional Core: The essential components for student learning to occur with respect
to the teacher and the student being in the presence of content (City, et. al., 2009).
Micro-credentials: Job-embedded, competency-based, digital pathways that educators
can choose based on their individualized growth needs (NEA, 2018).
Norm-referenced test – Standardized tests that are developed in order to compare and
rank test takers in relation to one another (Fairtest, 2007).
Professional Learning Community (PLC): Educators working in a collaborative
environment on a regular and consistent basis to share best practices and skills to enhance
student learning and success (DuFour, DuFour, Eaker, & Many, 2006).
Problem of Practice: An identified and specific issue or concern that the school or
district needs to correct. The identification of the problem of practice should be rooted in
data and focus on the instructional core (City, et. al., 2009).

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THE EFFECTIVENESS OF PROFESSIONAL DEVELOPMENT PLANNING WITH
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Rasch UnIT (RIT): A measurement scale developed to simplify the interpretation of
test scores. The RIT score relates directly to the curriculum scale in each subject area
(NWEA, 2015).
Teacher Certification: Meeting a particular state’s required amount of undergraduate
course work, a specified score on standardized exams, and completion of an accredited
certification program (Teach: Make a Difference, n.d.).
Teacher Effectiveness: The contributions that a teacher makes to his or her students’
achievement. This can include characteristics teachers bring with them to the job,
performance on a daily basis, and his or her ability to build relationships and make
connections with students (Allen, et.al., 2007).
Teacher Evaluation Model: A standards-based teacher evaluation system that
encourages administrators and teachers to reflect on components of professional practice
(Danielson, 1996).
Financial Implications
This research study included seventeen teachers from two elementary campuses.
The district instructional content coaches implemented targeted best practices during
district professional development and campus administrators received professional
development on the teacher evaluation system for calibration purposes. In addition,
student norm-referenced exam score averages were utilized to examine student growth.
All financial implications resulting during this research study were indirect, as all training

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THE EFFECTIVENESS OF PROFESSIONAL DEVELOPMENT PLANNING WITH
THE IMPLEMENTATION OF TARGETED INSTRUCTIONAL STRATEGIES AND
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and testing were requirements of the district. Specific breakdowns of all indirect costs
will be seen in Chapter 3: Methodology.
Summary
This introductory chapter provided an overview of the capstone research project,
including the financial implications of the project for the West Texas school district. This
capstone project was organized into four additional chapters, the reference pages, and the
appendix. Chapter 2 will provide a literature review that provides an overview of this
research’s relationship to teacher professional development, teacher effectiveness and
student achievement. The research methodology will be discussed in Chapter 3. Chapter
4 discusses the findings of the research study. Chapter 5 provides a summary of the
overall capstone research project as well as any pertinent conclusions and
recommendations of the study.

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CHAPTER 2
REVIEW OF LITERATURE
Professional development in public schools plays a critical role in not only teacher
effectiveness and student growth, but also as a significant indicator in the improvement of
schools (Tournaki, Lyublinskaya, & Carolan, 2011). Research studies established that
implementating effective and well-designed professional development trainings leads to
improved teacher practices and student outcomes (Darling-Hammond, Hyler, and
Gardner, 2017). With the implementation of standardized testing for students in grades 3
- 8 throughout the United States, there has been a wealth of research that focuses
onteacher quality and student achievement on grade levels (Bird, 2017). Current and past
research has attempted to identify correlations between the implementation of
professional development and the outcomes of both teacher effectiveness and student
growth (Darling-Hammond, Hyler, and Gardner, 2017).
The content in this chapter is divided into six main parts. The first section of this
chapter provides an overview of the history of teacher preparation programs and
professional development. The next section describes the impact of effective professional
development and explains the benefits of professional development opportunities. The
third part provides insight into teacher effectiveness and the identifying factors of an
effective teacher. The fourth portion of this chapter reviews literature that explores the
impact of professional development on teacher effectiveness. The fifth section of this
chapter examines the correlation between teacher performance and student outcomes.

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The final section of this chapter examines ways in which to measure and support
effective classroom teaching.
History of Teacher Preparation Programs and Professional Development
Teacher preparation programs have existed, since the nineteenth century with
state normal schools and in universities and private colleges since the 1970s within the
United States (Larabee, 2018). However, during this time, states throughout the country
developed different approaches for teacher preparation (Ravitch, 2003). For example,
while one state may have transitioned teacher preparation programs to the university or
private college level, another state may have continued to support the normal school
training (Ravitch, 2003). Further, universities and private colleges that had teacher
preparation programs focused their curriculum around the liberal arts and normal schools
tended to focus on apprenticeships for students (Larabee, 2018).This led to major
variances in the style and curriculum that teachers received.
With such diversity in the education and training of teachers during the nineteenth
and twentieth century, teacher certification and the profession suffered altogether
(Ravitch, 2003). This did change during the start of the twentieth century. Ravitch (2003)
suggested that in order for educators to be viewed as professionals, trailblazers in
educational reform developed specialized tracks for educators to follow, not just at the
undergraduate level, but also at the graduate school level. Specifically, more universities
began to offer teacher preparation options to focus on specialized areas of content such as
Math, Reading, History, school administration, and school psychology (Ravitch, 2003).

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THE IMPLEMENTATION OF TARGETED INSTRUCTIONAL STRATEGIES AND
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During this period in history, most states required certification exams for teachers in both
content and pedagogical skills in order to meet regulations within the profession
(Ravitch, 2003). This meant that after completion of a degree program in education,
teachers were required to receive certification based on their performance on an exam
(Angus & Mirel, 2001). Again, state certifications differed in similarity to the university
training programs. With the beginning of the 21st century, states still have control over
teacher preparation requirements, as well as teacher certification exams. (Angus & Mirel,
2001).
It is evident in the lack of consistency between states, and the federal level, that
teacher preparation programs still vary, as do the teacher certification exams. Reform
programs continue to be discussed at all government levels throughout the United States
(Angus & Mirel, 2001). As with any profession, ongoing learning and development are
necessary to continue to meet the needs and demands of the job (Angus & Mirel, 2001).
With the beginning of the 21st century, educational leaders continue to create new
initiatives and innovative programs for teacher preparation and development to ensure
high-quality education to all students (Angus & Mirel, 2001).
Effective Professional Development
Effective professional development is defined as "structured professional learning
that results in changes in teacher practices and improvements in student learning
outcomes (Darling-Hammond, Hyler, and Gardner, 2017, p. v)." School districts across
the country continue to look for and identify the right fit in professional development for

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the teachers in order for them to continue in professional growth (Ado, 2013). However,
teachers continue to voice concerns when they participate in additional professional
developments due to the demands of job requirements and the impact of student
achievement on teacher evaluations. (Darling-Hammond, Hyler, and Gardner, 2017,
Batchelor, 2008). With the growing demands put on educational institutions, professional
development for teachers continues to advance with a wider array of high-quality design
options to pique more interest from educators (Darling-Hammond, Hyler, and Gardner,
2017). School districts are beginning to rethink their approaches to professional
development in order to shift the pedagogical paradigm required to develop 21st-century
students (Darling-Hammond, Hyler, and Gardner, 2017).
Educators also need to rethink their understanding of professional development to
achieve professional growth. Professional growth requires professional learning, both of
which can be acquired through various professional development designs (DarlingHammond, Hyler, and Gardner, 2017). This not only involves mindset shifts by teachers
but also school administrators (Bozkus and Bayrak, 2019). Bozkus and Bayrak (2019)
propose the importance of administrators being vital in establishing a professional
learning culture within the school by modeling and supporting this culture of learning to
attain success. However, Bozkus and Bayrak (2019) suggest that this is not always a
reality because many administrators cannot provide guidance and support to teachers
because they have not been provided adequate and ongoing training themselves to do so.

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A one-stop approach for professional development may never exist. Still, DarlingHammond, Hyler, and Gardner (2017) do provide seven features of effective professional
development: 1) Is content-focused, 2) Incorporates active learning, 3) Supports
collaboration, 4) Uses models of effective practice, 5) Provides coaching and expert
support, 6) Offers feedback and reflection, and 7) Is of sustained duration. Their research
resulted in findings that show that effective professional development includes most or all
of these components simultaneously (p. 4). By utilizing the features of effective
professional development identified by Darling-Hammond, Hyler, and Gardner (2017), it
is more comprehensible to see the benefits of this approach in teacher learning.
Content-Focused
Content-focused professional development has shown a direct impact on student
achievement (Darling-Hammond, Hyler, and Gardner, 2017). This design option for
professional learning allows teachers to identify and discuss best practices for the
implementation of content to influence student achievement in a positive manner
(Darling-Hammond, Hyler, and Gardner, 2017). Assessment data, curriculum pacing, and
state standard implementation within the content areas are important discussion points
during content-focused professional development. It is important to note that effective
professional development focuses on the district, campus, and teacher priorities based on
data collection (Darling-Hammond, Hyler, and Gardner, 2017). Schools often utilize
Professional Learning Communities (PLCs) for job-embedded approach to teacher
development (2017). According to Darling-Hammond, Hyler, and Gardner (2017),

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research studies conducted determined that job-embedded and content-focused
professional development opportunities proved better student outcomes.
Incorporates Active Learning
Trotter (2006) determined several philosophies for adult learning and
development:
· Adults come to learning with experiences that should be utilized as resources for
new learning.
· Adults should choose their learning opportunities based on interest and their
own classroom experiences/needs.
· Reflection and inquiry should be central to learning and development (p.12).
Trotter's (2006) ideology suggests a shift in paradigm in regards to professional
development. The idea of teachers learning based upon lecture and a sit-and-listen
atmosphere was once considered the norm. However, this model would involve teachers
engaging "directly in the practices they are learning," to immediately connect those
practices into the classrooms (Darling-Hammond, Hyler, and Gardner, 2017, p. 7). While
active learning offers an engaging atmosphere for teacher learning, it also offers for the
implementation of "collaboration, coaching, feedback, reflection and the use of models
and modeling (Darling-Hammond, Hyler, and Gardner, 2017, p. 7)." Giraldo (2014)
found that professional development does have an impact on teachers, especially when
teacher best practices and suggestions are taken into account. The action research

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conducted by Ado (2013) looked at implementing a professional development model that
was inquiry-based and included active learning, specifically focusing on early career
teachers. The results proved beneficial to the participants; however, many felt
"challenged and overwhelmed by the shift to this PD format (Ado, 2013, p. 139)."
Supports Collaboration
Davis (2019) defines teacher collaboration as "when members of a learning
community work together to increase student learning and achievement." Teacher
collaboration can differ depending on professional development models and campus or
district priorities. These learning communities can consist of one-on-one approach, small
groups, campus-wide, and district-wide, dependent, again on the needs of the institution
(Darling-Hammond, Hyler, and Gardner, 2017). When conducted in a trusting
environment, teachers can reflect on their practices to determine areas of weakness and
create methods to resolve these issues (Darling-Hammond, Hyler, and Gardner, 2017).
Teacher collaboration also emphasizes shared visions on teacher and student performance
(Davis, 2019). While there exist certain challenges to effective teacher collaboration,
(Davis 2019) describes some of the benefits to teacher collaboration; increased academic
effort, increased understanding of student data, more creative lesson plans, and less
teacher isolation. Overall, the research studies reviewed by Darling-Hammond, Hyler,
and Gardner (2017) indicate that professional developments that incorporate effective
collaboration will positively contribute to student achievement.
Uses Models of Effective Learning

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THE EFFECTIVENESS OF PROFESSIONAL DEVELOPMENT PLANNING WITH
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"Curricular and instructional models and modeling of instruction help teachers to
have a vision of practice on which to anchor their own learning and growth (DarlingHammond, Hyler, and Gardner, 2017, p. 11)." Models and modeling can include:
· video and written cases of teaching,
· demonstration lessons,
· unit or lesson plan,
· observations of peers, and
· curriculum materials including sample assessments and student work
samples (Darling-Hammond, Hyler, and Gardner, 2017, p. 11).
These examples provide additional support for teachers in conjunction with participation
in professional development workshop opportunities. The models presented above tie
into each of the features of effective professional development, thus making the learning
a continuous cycle.
Provides Coaching and Expert Support
Coaching and expert support for teacher professional learning and development is
key for the efficacy of the educator and student achievement. There has been a push
throughout the country to implement coaching models within school districts to provide
expert support for teacher pedagogy and content. Jim Knight (2018) defines a coach as a
person who partners with teachers to help them improve teaching and learning so
students are more successful. Coaching is conducted within a collaborative setting to

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analyze current realities, develop goals and to identify, support, and explain strategies for
teachers to meet personal, school, and state goals (Knight, 2018). Bambrick-Santoyo
(2016) believes that, just like doctors, professional athletes, and performance artists,,
teachers also need coaches to train and improve their craft. . Thus, the researchers
developed three Principles of Coaching:
· Principle 1: Go Granular,
· Principle 2: Plan, Practice, Follow Up, Repeat, and
· Principle 3: Make Feedback More Frequent (Bambrick-Santoyo, p. 26, 2016)
Each of the three principles developed by Bambrick-Santoyo (2016) directly
correlate with teacher effectiveness and effective professional development. Principle 1:
Go Granular, refers to coaches providing content and pedagogical skills to teachers in
chunks. This provides teachers time to practice new skills and ideologies to reach
mastery. Principle 2: Plan, Practice, Follow Up, Repeat ties into Principle 1 by giving this
practice time for teachers to hone the chucked skills learned under Principle 1. Principle
3: Make Feedback more frequent aides in maximizing all possible opportunities for
teachers to receive feedback from peers, coaches, and administrators to improve their
practices (Bambrick-Santoyo, 2016). Coaching as a design option for professional
learning is beneficial to teachers in the classroom and provides a new methodology to
assist in changing teacher perspectives on instruction (Strepp, 2014).
Offers Feedback and Reflection

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THE EFFECTIVENESS OF PROFESSIONAL DEVELOPMENT PLANNING WITH
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Professional development opportunities for teachers that incorporate built-in time
for reflection and feedback have led to increased student learning (Darling-Hammond,
Hyler, and Gardner, 2017). Principle 3 in Bambrick-Santoyo's (2016) essential coaching
techniques stress the importance of feedback. Whether the input occurs from a coach,
another teacher, or an administrator, feedback must occur often. Principle 3 states the
importance of making "the most of every observation by increasing the frequency of
feedback (Bambrick-Santoyo, 2016, p. 26)." Feedback and reflection opportunities go
beyond the scope of teacher observations. Any opportunity that offers time for feedback
and reflection needs to be supported. Such opportunities must allow for both positive and
constructive responses that are authentic of teacher practices (Darling-Hammond, Hyler,
and Gardner, 2017). At first, this may be alarming to teachers who have never faced this
style of reflection or feedback (Bambrick-Santoyo, 2016). Establishing and creating a
culture for feedback and reflection in a safe and transparent environment is essential for
optimal professional learning (Darling-Hammond, Hyler, and Gardner, 2016).
Sustained Duration
As previously mentioned, professional development norms have, for a long time,
involved opportunities that are lecture-based, sit-and-get workshops that do not include
active learning. Many of these professional development workshops are one-offs,
meaning a one-time workshop on a topic, never to be taught again (Darling-Hammond,
Hyler, and Gardner, 2017). Teachers often receive materials from these workshops that
are filed away in storage. Research has shown that these one-off workshops do not

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transfer to meaningful professional learning (Darling-Hammond, Hyler, and Gardner,
2017). Just like students in a classroom learning new content, teachers also need to learn
new practices over an extended period to prioritize topics, concepts, and practices which
have a greater chance of being transferred into the classroom to assist in student learning
(Darling-Hammond, Hyler, and Gardner, 2017).It is important to point out that whether
all or most of the features discussed above are implemented in a professional
development model, the actual implementation of the presentation must be effective to
produce the desired results (Darling-Hammond, Hyler, and Gardner, 2017). The end goal
of any teacher professional development design is to produce more effective educators
which will should lead to improved student achievement (Tournaki, Lyublinskaya, &
Carolan, 2011).
Mizell (2010) identifies several benefits for teachers, administrators and students
with the implementation of effective professional development; 1) educators learn new
knowledge and skills because of their participation; 2) educators use what they learn to
improve teaching and leadership; and 3) student learning and achievement increase
because educators use what they learned in professional development (p. 16). Through
the implementation of effective professional development, educators can enhance current
instructional practices, discuss and reflect on best instructional practices, and change their
practices to meet the needs of their students (Guskey, 2002). Research conducted by the
U.S. Department of Education's National Center for Education Evaluation and Regional
Assistance (2007) concluded that student achievement can improve by as much as 21
percentile points if teachers participate in well-designed professional development

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programs. The benefits of effective professional development should focus on answering
yes to two key questions: 1) did the professional development benefit the teachers and
administrators of the school? and, 2) did the professional development benefit the
students? (Mizell, 2010).
Teacher Effectiveness
Teacher effectiveness can be subjective due to the location of the school, student
achievement, and teacher evaluations. What one person may consider excellent teaching;
another may consider average. A teacher that is effective in a suburban classroom setting
may not be viewed as effective in an urban classroom location (Jones, 2017). Because of
the subjective nature in defining teacher effectiveness, it is all too often associated with
the success of student achievement scores (Varlas, 2009). In addition to its connection to
student achievement, teacher effectiveness has also been directly correlated to teacher
evaluations. Over the past decade, school districts, educational foundations, and the U.S.
Department of Education have been conducting research to find ways in which to identify
effective teaching (Anderson, Butler, Palmiter, & Arcaira, 2016). For the purpose of this
research, teacher effectiveness will be defined as the contributions that a teacher makes to
his or her students' achievement (Allen, et. al., 2007).
The Study of Emerging Teacher Evaluation Systems (2016) looked at different
evaluation tools implemented within eight school districts throughout the United States.
The findings from this study showed that the overall goal was to improve instruction, and
each of the classroom observation tool rubrics used included similar areas of teaching

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practices. (Anderson, et. al., 2016). The study’s evaluation tools at all eight of the
identified school districts were aligned to the domains and components of either the
Danielson Framework for Teaching Evaluation Instrument (2013) or Marzano's (2007)
Teacher Evaluation Model. Research suggests that several key components are directly
tied to teacher effectiveness: planning and preparation, classroom environment, and
instruction (Tournaki, Lyublinskaya, & Carolan, 2011). Coincidentally, these
components also make up three of the four domains within the Danielson Framework for
Teaching (2019). Marzano's (2007) Teacher Evaluation Model also embeds these
components into two of the four domains: 1) classroom strategies and behaviors, and 2)
preparing and planning, however, still addressing these critical components for effective
teaching to occur.
Planning and preparation
Both Marzano (2007) and Danielson (2019) identify teacher planning and
preparation as a key component in teacher effectiveness. Effective teachers know the
content, they understand the dynamics of the classroom, and they have a plan in place to
address the needs of all of the students within the classroom (Marzano, 2007, Danielson,
2013, 2019). Also an effective teacher should be an expert in pedagogy and design
coherent lessons that set instructional goals and assess student learning (Danielson, 2013,
2019). Marzano (2007) claims that effective planning and preparation incorporates
scaffolding techniques to address the needs of the English language learners, special

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education students and students whose home environments are not conducive to
supporting the school environment.
Classroom Environment
Danielson (2019) explicitly identifies a domain with the Framework for Teaching
as Classroom Environment. Under Domain 2: The Classroom Environment, effective
teachers expertly incorporate an environment instrumental in exuding respect, rapport,
and a culture of learning (Danielson, 2019). In addition, classroom procedures,
organization, and management fall under this domain (2019). Marzano (2007) combines
classroom strategies and behaviors under Domain 1 of The Marzano Teacher Evaluation
Model. Marzano (2007) separates Domain 1 into three parts; routine events, addressing
content, and enacted on the spot.
The classroom environment falls within two of these three parts: routine events
and enacted on the spot (2007). Establishing and maintaining classroom rules, effective
relationships, and communicating high expectations for all students are piece within
routine events, organization of the classroom, and are part of enacted on the spot within
Domain 1 (2007). Whether utilizing the Danielson Framework for Teaching (2019) or the
Marzano Teacher Evaluation Model (2007), the classroom environment is a key indicator
of teacher effectiveness (Tournaki, Lyublinskaya, & Carolan, 2011).
Instruction

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Effective teachers can implement varying instructional techniques to ensure that
all students are engaged in learning. According to Tournaki, Lyublinskaya, and Carolan
(2011), when students are actively engaged in their learning, academic success is
maximized. Danielson (2013) finds that students benefit in having an active role in their
own learning. Student self-monitoring, self-reflection, and self-assessment are
incorporated into Domain 3 of the Danielson Framework (Danielson, 2019). Student to
student and student to teacher communication, as well as questioning strategies are key
components in Danielson's (2013) Domain 3. Marzano (2007) delves deeper into student
understanding and digestion of the content taught by rationalizing and reasoning skills.
Danielson’s (2013) and Marzano’s (2007) goals are to engage students in their
understanding and learning of content to achieve academic success.
Professional development Impact on Teacher Effectiveness
Professional development for teachers is a key component in the overall
educational process and vital for systematic reform (Talevski, Janusheva, &
Pejchinovska, 2011). The use of professional development as a way to improve teacher
effectiveness has spread to school districts throughout the world (Mitzell, 2010).
Implementing effective professional development leads to improved levels of teacher
effectiveness (Howard, 2009). For this to occur, teachers must be involved in a
continuous cycle of training opportunities to continue growing, learning, and acquiring
new skills to create stimulating classroom environments for students (Talevski,
Janusheva, & Pejchinovska, 2011). Educators that experience effective professional

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development may lead to changes in their classroom instructional methods, allow them to
engage in different resources that are utilized during planning and preparation, and can
change the way they communicate with colleagues or students (Howard, 2009). These
changes in teaching practices can also lead to improved teacher evaluation scores and
increase student achievement scores (Darling-Hammond, Hyler, & Gardner, 2017).
According to Howard (2009), teacher professional development learning in
isolation, or not of a sustained duration, is problematic to teacher effectiveness. Teachers
who do not receive continuous and focused support on the methodologies learned during
professional development, will become frustrated with new practices and cease to
implement them in the classroom (Howard, 2009). Many schools are now encouraging
teachers to get more involved in their own learning by using different professional
development designs (Trehearn, 2010). Research conducted by Talevski, Janusheva, and
Pejchinovska (2011) suggests the implementation of learning teams as a continued
approach for professional development. Using this approach, teachers will have
continuous learning and planning to utilize new techniques and strategies regularly, while
being able to reflect on practices for improvement in their own learning and student
learning (Talevski, Janusheva, & Pejchinovska, 2011). Trehearn (2010) also contents that
teachers must work together to become "more effective instructors (p. 28).”
Research conducted by Shaha, Glassett, and Copas (2015) studied the impact of
professional development on teacher effectiveness and student achievement. The research
data showed that teachers who consistently participated in professional development

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opportunities had greater gains in student achievement and teacher observation scores
(Shaha, Glassett, & Copas, 2015). Those same teachers were observed more frequently
by administrators thus given more feedback in regard to specific areas aligned to the
professional development undertakings (2015). The implications of this research
suggested that teacher observations were conducted with fidelity to the observation rubric
and protocol (Shaha, Glassett, & Copas, 2015).
Teacher Performance and Student Achievement
Research has shown that teacher effectiveness is directly related to teacher
evaluations (Shaha, Glassett, & Copas, 2015). School districts throughout the United
States continue to develop new systems in which to evaluate teachers (Lash, Tran, &
Huang, 2016). Over the past decade, the structure of teacher evaluations has been
reformed (Batchelor, 2008). The Danielson Framework for Teaching (2013) is a product
of this reform and emerged as a standards-based tool for teacher observations. Educators
can utilize this evaluation framework to create dialogue with colleagues to learn and
advance their current teaching methods to support student achievement (Batchelor, 2008).
Teacher evaluations are more often directly correlated to performance-based
monetary bonuses, promotions, and tenure. However, low evaluation scores can lead to
dismissal (Lash, Tran, and Huang, 2016). The importance of fidelity to any evaluation
framework is a major component in identifying teacher effectiveness. Lash, Tran, and
Huang (2016) contend that there may be several reasons that validity of teacher ratings on
evaluations could be skewed: 1) principals may not feel comfortable rating teachers low,

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2) lack of proficient training on the observation tool and 3) misidentification of the level
of teaching skill aligned to the observation tool.
The Danielson Framework for Teaching was used as the observation tool in this
research study. The Danielson Framework for Teaching (2019) is an observation tool
comprised of four domains and 22 overall components. Scoring is based on four levels:
(1) Unsatisfactory, (2) Basic, (3) Proficient, and (4) Distinguished (2019). The overall
findings of the research conducted by Lash, Tran, and Huang (2016) suggested that
principals scored the majority of the teachers at Proficient and/or Distinguished, but very
few teachers were identified as being Unsatisfactory or Basic.
A research study conducted by Sartain, Stoelinga, and Brown (2011) in Chicago
Public Schools found startling results with the implementation of the Danielson
Framework for Teaching. Outside observers were brought in to conduct teacher
observations in Chicago and had no previous knowledge of the teachers or their practices.
The outside observers scored teachers on the Danielson Framework for Teaching using
primarily the rating levels of 2 or 3. The same teachers were observed by the principal,
who rated about half of the teachers using primarily level 3 while splitting the other half
of the teachers with rating levels of either 2 or 4 (Sartain, Stoelinga, and Brown, 2011).
Perhaps the rationale for this difference in scoring could be that the principals do have
knowledge of the teachers from working with them day-to-day and the observers do not
have this background knowledge (Sartain, Stoelinga, and Brown, 2011).

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While the results of the research studies conducted on the validity of teacher
evaluations may give a misconception to the reality of teacher effectiveness, benefits
from the overall teacher evaluation cycle also exist (Shaha, Glassett, & Copas, 2015).
Teachers who receive frequent feedback in regards to their instructional practices have
shown improvements in their craft and student achievement (2015). Professional
development opportunities can also be provided to teachers in areas that need
improvement for them to become more successful in the classroom (Mitzell, 2010).
One research study involved feedback collected from principals on the purpose of
teacher evaluations (Xu, 2001). Xu's (2001). The research found that 21% of the
principals studied believed that teacher evaluations were implemented to improve student
achievement and learning in the classroom. With the implementation of high-stakes
testing in most states within the United States, like Texas, teacher performance and
effectiveness are key in student achievement and growth (Batchelor, 2008).
However, other research studies have shown that teacher effectiveness is the most
important factor in determining student success (Allen, et. al., 2007). As previously
mentioned in this chapter, teacher effectiveness is often associated with teacher
evaluation scores (Shaha, Glassett, & Copas, 2015). Unfortunately, teacher evaluation
scores are not always a true indicator of teacher performance (Batchelor, 2008).
Danielson (2001) suggests that evaluations should focus less on the perception of teacher
performance and more on the connections between the teacher and students, as well as
student engagement and the classroom environment.

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Under the funding of the Bill and Melinda Gates Foundation, a 3-year research
study was conducted; The Measures of Effective Teaching Project (MET) (Phillips and
Olsen, 2013). According to the MET Project, approximately two-thirds of all teachers
within the United States believe that traditional methods of teacher evaluations do not
accurately align with what is actually happening in the classroom from day-to-day (The
Bill and Melinda Gates Foundation, 2017). Due to this data, the MET research hoped to
identify better ways in which to develop more effective teachers (Phillips & Olsen, 2013,
p. 3). The researchers involved in the MET Project utilized three determining measures in
the identification of effective teachers: classroom observations, student surveys, and
student achievement gains (The Bill and Melinda Gates Foundation, 2017). The
Danielson Framework for Teachers was utilized as a key component in the classroom
observation of teachers for this research (The Bill and Melinda Gates Foundation, 2017).
The findings after the 3-year MET Project showed that teachers who were previously
determined to be effective generated more productive students. While teachers who were
already determined to be less effective caused students to learn less (The Bill and
Melinda Gates Foundation, 2017).
Measuring and Supporting Effective Teaching
Based on the research discussed in this chapter’s literature review, it is necessary
to shift the mindsets of educators throughout the United States in regard to professional
development (Mitzell, 2010). Professional development leads to professional learning,
which leads to professional growth (Darling-Hammond, Hyler, & Gardner, 2017). For

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effective professional development to have a positive impact in the classroom, educators
need to receive options and a continuous model of support in their professional learning
(Mitzell, 2010). Some question the modes of support mainly due to the issue that this
support, in order to be justified, must be measurable data (DuFour, DuFour, Eaker, Many,
2006). This leads to data collection from both classroom observations and student
assessments. Two identified data collection methods will be discussed in this chapter
include: 1) Instructional Rounds, and 2) Northwest Evaluation Association Measures of
Academic Progress (NWEA MAP).
Instructional Rounds
The Instructional Rounds model was developed based upon the medical rounds
process in which teams of doctors routinely discussed and developed diagnoses and
treatments for patients (City, Elmore, Fiarman, and Tietel, 2016). This practice leads to
doctors developing and honing their professional practices and knowledge (City, Elmore,
Fiarman, and Tietel, 2016). The Instructional Rounds process is a strategy for continuous
improvement for classroom teachers,,school, and district (Meyer-Looze, 2015). The
model also focuses on shared learning as opposed to individual learning (City, Elmore,
Fiarman, and Tietel, 2016).
The Instructional Rounds model is a valuable tool that schools and districts can
use to strengthen educators' skills in both content and pedagogy, and can develop a
culture of collaboration (Marzano, 2011). In education, the overall idea of this model
centers around the instructional core (Meyer-Looze, 2015). The instructional core

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fundamentally is centered upon three questions: 1) What are teachers doing and saying?,
2) What are students doing and saying?, and 3) What is the task? (City, Elmore, Fiarman,
and Tietel, 2016, p. 88).
The Instructional Rounds process for schools or districts follows specific steps for
implementation. These steps include: 1) identification of the problem of practice, 2)
observation of current practice within the instructional core, 3) observation data debrief,
and 4) identification of the next level of work (City, Elmore, Fiarman, and Tietel, 2016).
1) Identification of the problem of practice
The first step in the Instructional Rounds process is to identify a problem of
practice (City, Elmore, Fiarman, and Tietel, 2016). A school leadership team or a school
improvement committee is used to determine the problem of practice (Meyer-Looze,
2015). To identify a problem of practice, initial classroom observations and Instructional
Rounds must be conducted. During this time, data should be collected to determine an
area of focus that if changed would lead to improved student learning (City, Elmore,
Fiarman, and Tietel, 2016). This means that the problem of practice must be aligned to
the instructional core (City, Elmore, Fiarman, and Tietel, 2016). The data collected
during these initial observations can help leadership teams detect gaps in the overall
school and district vision, as well as identify where they are at the current time (MeyerLooze, 2015). The problem of practice would essentially bridge those gaps if goals are
aligned and met (Meyer-Looze, 2015).
2) Observation of current practice within the instructional core

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The purpose of any observation is to collect data (Danielson, 2001). During the
Instructional Rounds process data is collected from observations that focuse on teaching
and learning (City, Elmore, Fiarman, and Tietel, 2016). Again, the focus is always
centered around the instructional core, and during observations it is highly recommended
to speak with students in regard to their learning (City, Elmore, Fiarman, and Tietel,
2016). This method is important to identify current practices for the content
implementation of teachers. Observation data collection from numerous classrooms is
also necessary during this step to identify patterns during the debriefing (Meyer-Looze,
2015).
3) Observation debrief
The importance of the observation debrief is to move from focusing on what was
seen during the observations to what learning was taking place (City, Elmore, Fiarman,
and Tietel, 2016). Three steps are necessary to accurately complete this phase of the
instructional rounds process: description, analysis, and prediction (City, Elmore, Fiarman,
and Tietel, 2016). Once the observations are completed, each member of the school
leadership team must have the time to reflect on the overall description of the classrooms
visited and identify the evidence that pertains to what was seen (City, Elmore, Fiarman,
and Tietel, 2016). The team must then come to a consensus on what they saw and analyze
the data by looking for patterns or consistencies (City, Elmore, Fiarman, and Tietel,
2016). Lastly, the team must predict outcomes based on the instructional core. This is
completed by identification of the task presented and linking it to the student learning.

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The team must determine what would lead to the student learning that we want to see
(City, Elmore, Fiarman, and Tietel, 2016).
4) Identification of the next level of work
Since the Instructional Rounds process is a continuous cycle for improvement, it
does not end with the data analysis or prediction stages. The overall goal is to take the
data that was analyzed and allow teachers to learn from this process and apply it to
everyday practice in order to improve (City, Elmore, Fiarman, and Tietel, 2016). For this
process to be successful, collaboration is necessary (City, Elmore, Fiarman, and Tietel,
2016). Team members must disseminate the analyzed data to the teachers and assist them
with professional development options to address the problem of practice (Meyer-Looze,
2015).
For the Instructional Rounds process to be effective, it must be implemented to
fidelity from beginning to end (Meyer-Looze, 2015). Also, research suggests that the
Instructional Rounds process by itself is not recommended (Meyer-Looze, 2015).
However, when combined with continuous professional development, effective dialogue
on best practices, and professional learning communities, the Instructional Rounds
process is a way to present teachers with the current realism of the school or district
(Meyer-Looze, 2015).
Northwest Evaluation Association Measures of Academic Progress

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Northwest Evaluation Association Measure of Academic Progress (NWEA MAP)
is an online computer-based adaptive test that is unique in that the test advances student
questions based on student responses (Fleming, 2017). The test generates harder
questions as students answer more and more questions correctly, but will generate easier
questions if students answer incorrectly (Fleming, 2017). The NWEA MAP test is
provided to students in school districts as interim assessments throughout the academic
year to measure student growth that is aligned to the state standards (Li and Tran, 2017).
Student growth on the NWEA MAP is measured based upon a Rasch Unit (RIT) scale
from 100 to 350 (Li and Tran, 2017). The MAP RIT score helps to determine the current
level of a student and academic growth over time (Fleming, 2017).
While teachers currently implement formative and summative assessments to
continuously monitor student learning, it is often difficult for teachers to determine the
levels of learning gaps for individual students (Cordray, Pion, Brandt, Molefe, Tobi, &
Garcia, 2012). According to the 2015 NWEA MAP Growth Normative Data Report
(2015), MAP RIT scores can assist teachers in targeting the identified needs and levels of
each student for an individualized learning plan. Teachers can address learning gaps in
understanding and misconceptions with the content while continuing to build on the
knowledge necessary to reach the mastery level of the state standards to fill the learning
gaps (Bjorklund-Young & Bokoski, 2016). NWEA MAP also serves as an important
resource in providing teachers with valid information about student learning so that they
can change their teaching practices to meet the individual needs of the students
(Bjorklund-Young & Bokoski, 2016).

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A case study on how to improve instruction with MAP growth and learning walks
(NWEA, June 2019) was conducted by NWEA at Cicero School District 99 located in
Illinois. The school district began implanting NWEA MAP within the school in 2011.
The school was low performing and had a 90% economically disadvantaged population
and about 50% of the student population were English language learners (NWEA, June
2019). Implementation of the NWEA MAP test showed that students were performing at
least ten points below the national norm in Math and seven points below in Reading. The
superintendent identified needs based on the NWEA MAP data, teacher feedback, and the
implementation of focused learning walks. This case study found that by understanding
and using the NWEA MAP data consistently, as well as the data collected from learning
walks to drive instruction and classroom practices, students showed growth year after
year (NWEA, June 2019). The teachers and staff realized the benefits of the data
collection and began to request additional professional development to understand the
NWEA MAP resources. This led to learning communities throughout the school district
(NWEA, June 2019). The school district continues to implement the NWEA MAP and
focuses instruction on data while continuing to see student growth each year (NWEA,
June 2019).
Another case study was conducted at Oconee County School District in South
Carolina that used NWEA MAP data to inform instruction and increase academic success
(NWEA, April 2019). Due to the varying levels of students within each classroom,
teachers within the district use NWEA MAP data for small group instruction and
differentiated activities (NWEA, April 2019). Using the data in this manner allowed the

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teachers to determine the starting point for learning for each student and individualize
instruction (NWEA, April 2019). With the improved growth levels and student success,
the district implemented NWEA MAP at all levels: elementary, middle, and high school.
Additional, they continue to use data to inform instruction as well as fill learning gaps
through intervention resources (NWEA, April 2019).
With any initiative implementation, there must be fidelity to the practices to see
sustained results (Ado, 2013). When looking at the two case studies previously presented,
both outcomes were successful and led to increased student achievement and the
districtwide implementation of the NWEA MAP and resources consistently for change to
occur. In a report presented by the Institute of Education Sciences through the U.S.
Department of Education (2012), five school districts showed inconsistencies in the usage
of NWEA MAP data to differentiate and individualize instruction. The report findings
indicated that with moderate fidelity to the NWEA MAP data, teachers were not more
likely than the control group teachers to apply differentiated instructional practices within
their classes to meet the identified data needs of the students (Cordray, Pion, Brandt,
Molefe, Tobi, & Garcia, 2012).
Often, when educators see the benefits of an initiative such as the Instructional
Rounds process or the use of NWEA MAP, they want to learn more and ask for
professional development opportunities to advance their own learning (DarlingHammond, Hyler, and Gardner, 2017). Professional learning options and supports

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discussed in this chapter will include: 1) Instructional Best Strategies, 2) Professional
Learning Communities), and 3) Micro-credentials.
Instructional Best Strategies
According to Alberta Learning (2002), instructional strategies are "techniques
teachers use to help students become independent, strategic thinkers (p. 1)." Lemov
(2015) compares great teaching to art in that "great art relies on the mastery and
application of foundational skills, learned through diligent study – craftsmanship (p. 1)."
For students to relish from the benefits of instructional best strategies, effective teaching
needs to take place (Moore, 2015). For this to occur, educators must embrace continuous
professional development opportunities to refine their knowledge and skills (Moore,
2015). Instructional best strategies and practices take on many different forms, but
several key components resonate from strategy to strategy; the strategies motivate and
engage students in their own learning, the strategies are collaborative, and the strategies
are reflective (Moore, 2015). Each of these components help to encourage students to
take ownership of his or her own learning (Moore, 2015). Lemov (2015) extends these
components into more concise and observable measures of instructional strategies that
include data usage, academic cultures, ratio, and classroom cultures. When comparing
Moore (2015) and Lemov's (2015) ideals regarding best instructional practices, they are
inclusive of one another in that each of Moore's key components are a part of each of
Lemov's key components.

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Lemov (2015) believes that for teachers to master the art of checking for
understanding, he or she must move from the idea of "I taught it" to "They learned it
(Lemov, 2015, p. 24)." Instructional best strategies used to check for understanding are
consistently implemented throughout every class lesson, and more importantly, they are
implemented before the students leave the class and the lesson is over (Lemov, 2015).
This practice ensures that academic relationships are built between the students and the
teachers for constant, clear, and concise immediate feedback (Lemov, 2015). While
practices can include exit tickets, quizzes, tests, and homework, checking for
understanding while the students are present provides the teachers with "real time" data to
more effectively and efficiently meet the needs of the students (Lemov, 2015).
Academic culture, or academic "ethos," determines the levels of rigor expected in
the classroom and lesson (Lemov, 2015). Establishing an academic ethos in a classroom
is an important instructional best strategy because it strengthens relationships that are
built between teachers with students, students with teachers, and students with students
(Lemov, 2015). According to Lemov (2015), academic ethos includes setting high
academic expectations, planning for success, the structure of the lesson, and the pacing of
the lesson. The use of strategies that encompass academic ethos ensures that teachers are
planning and preparing lessons that go beyond the norm to develop more complex and
rigorous learning opportunities for students (Lemov, 2015).
Ratio is an important factor when used as an instructional best practice (Lemov,
2015). Lemov (2015) differentiates between two styles of ratio: participation ratio and

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think ratio. Participation ratio identifies who is participating and how often they
participate in the learning. The more that students participate in speaking, thinking,
writing, and responding to questions helps to maximize learning opportunities (Lemov,
2015). Think ratio looks at the quality and rigor that the students are engaged in (Lemov,
2015). In this respect, Lemov (2015) argues that participation ratio focuses on
engagement and think ratio as focuses on rigor.
Classroom culture includes systems and routines, high behavioral expectations,
and building character and trust (Lemov, 2015). Lemov (2015) identifies five principles
of classroom culture: 1) discipline, 2) management, 3) control, 4) influence, and 5)
engagement. With a commitment to the implementation of these five principles,
classroom culture is expected to be strong (Lemov, 2015) Discipline requires teachers to
teach students how to be students and requires planning from the teacher to do so.
Management is the reinforcement of behaviors to include rewards and consequences.
Control refers to the teachers' ability to have a student do what is asked of him or her
(Lemov, 2015). "Influence is the next step beyond control (Lemov, p. 346, 2015)." This
principle leads to the students internalizing the ideas that the teacher suggests (Lemov,
2015). Finally, engagement involves the depth at which students are challenged by the
lesson (Lemov, 2015).
As with any profession, the art of teaching requires time, attention to detail,
professional development, and refinement of professional techniques to master teaching
(Lemov, 2015). Instructional best practices are only a piece of the puzzle for effective

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teaching to take place. Teachers are forever learning new knowledge, skills, and
techniques to reach mastery and grow their students to success (Lemov, 2015).
Professional Learning Communities
Professional Learning Communities (PLCs) are a popular professional
development option for educators (Darling-Hammond, Hyler, & Gardner, 2017).
Research suggests that when PLCs are implemented to fidelity, teachers improve
practices and there are increases in student achievement (Darling-Hammond, Hyler, &
Gardner, 2017). Well-implemented PLCs also provide educators with job-embedded
professional learning that is active, collaborative, and reflective (Darling-Hammond,
Hyler, and Gardner, 2017). The implementation of PLCs is a strong pathway to overall
school improvement as they are seen as an essential professional development approach
(DuFour, DuFour, Eaker, & Many, 2006). PLCs emerged out of an era of educational
reform that called for school improvement and increased student achievement within the
United States during the 1980s and early 1990s (DuFour, DuFour, Eaker, & Many, 2006).
PLCs refers to educators working in a collaborative environment on a regular and
consistent basis to share best practices and skills to enhance student learning and success
(DuFour, DuFour, Eaker, & Many, 2006). DuFour, DuFour, Eaker, & Many (2006)
believe that a PLC is: 1) a focus on learning, 2) a collaborative culture with a focus on
learning for all, 3) collective inquiry into best practice and current reality, 4) learning by
doing, 5) a commitment to continuous improvement, and 6) results orientation.

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These learning communities help clarify what the students are required to learn
and identify ways to monitor student learning (DuFour, DuFour, Eaker, & Many, 2006).
According to the researchers (2006), during a PLC, teachers need to be provided with the
state standards to align those with learning targets identified within the district
curriculum. This strategy of beginning with the required state standard as a target assists
educators in developing common assessments that meet the rigor and expectation to be
achieved (Trehearn, 2010). Educators participating in the PLCs strive to develop
engaging, rigorous and high levels of learning for all students by utilizing results-oriented
goals to track progress (DuFour, DuFour, Eaker, & Many, 2006).
Educators must recognize the importance of a collaborative culture and learning
environment for all when working in a PLC (DuFour, DuFour, Eaker, & Many, 2006).
PLC members’ work in a collaborative environment with shared goals linked to the
overall learning purpose for all students and PLC members (DuFour, DuFour, Eaker, &
Many, 2006). During PLCs, teachers share strategies, discuss methods for
implementation, and work together to improve their overall classroom practices to
improve student achievement (DuFour, DuFour, Eaker, & Many, 2006). This leads
teachers to engage in collective inquiry into what practices and strategies work best in
student classroom learning during PLCs. This practice assists PLC members in learning
new skills and a focused awareness on shifts in habits and beliefs, which can eventually
lead to an entire shift in the culture and climate of the school (DuFour, DuFour, Eaker, &
Many, 2006).

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Teacher learning and development during PLCs can lead to new sources of
knowledge and illicit confidence during the implementation of new strategies within the
classroom (Darling-Hammond, Hyler, and Gardner, 2017). PLC members know the
importance of learning by doing so that change will occur (DuFour, DuFour, Eaker, &
Many, 2006). Teachers also recognize that the PLC process is continuous. Evidence of
implementation, which includes common assessments, best practices, and effective
instructional strategies, must be collected, discussed and reflected upon to lead to
continuous learning and continuous improvement (DuFour, DuFour, Eaker, & Many,
2006). A focus on results leads PLC members to develop measurable goals in alignment
with the team vision as well as the overall campus or district vision for learning (DuFour,
DuFour, Eaker, & Many, 2006).
Micro-credentials
Another option that is growing in popularity with educators as an alternative form
of professional development is the use of micro-credentials. According to the National
Education Association's departments of Collective Bargaining and Member Advocacy
and Teacher Quality (2018), micro-credentials are job-embedded, competency-based,
digital pathways that educators can choose based on their individualized growth needs.
While relatively new as an option for professional development, micro-credentials focus
on professional learning that teachers choose based on his or her own needs (Acree,
2017). The skills acquired are then easily turned around and implemented in the
classroom (DeMonte, 2017). With the high demands for students throughout the United

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States to be prepared for 21st century skills, teachers also need to continue to acquire new
skills to ensure this learning (Crow & Pipkin, 2017).
Micro-credentials are made up of competencies, or small pieces of a complex
instructional skill (Acree, 2017). Teachers have the option of choosing the competencies
that are the best fit for his or her own needs. As competencies are completed, teachers
bring together all of the necessary skills to demonstrate mastery level of the overall
instructional skill being learned (DeMonte, 2017). An outside reviewer then appraises the
work presented and awards the competency or requests modifications to reach the
mastery level (2017).
Since micro-credentials are a new professional development option for educators,
little research exists other than teacher feedback (DeMonte, 2017). The Friday Institute
for Educational Innovation out of North Carolina University (Acree, 2017) developed and
implemented fifteen micro-credentials. Over a period of three months, the Institute
conducted surveys on teachers in relation to the micro-credentials. Teacher feedback
included the following: 1) Teachers who completed micro-credentials wanted to earn
more micro-credentials, 2) The micro-credentials being earned encouraged teachers to
implement the skills in the classroom, and 3) Micro-credentials scaffold teachers to
engage at an increased level of rigor (Acree, 2017). Teachers also provided that
completion of micro-credentials was not a one-size-fits-all process and that teachers
completing the same micro-credential could approach the learning differently while still
meeting mastery (Acree, 2017). As most teachers want to participate in professional

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development that is directly related to what is happening in their own classroom, microcredentials peak the interests of teachers (DeMonte, 2013). In a report from Digital
Promise (2016), teachers expressed that they liked the format of the micro-credentials
and believed that their skills and practices improve by earning a micro-credential.
With the increase in popularity and the need for alternative forms of professional
development for educators, state education agencies and school districts across the
country are implementing micro-credentials (DeMonte, 2017). According to the report
generated by Digital Promise (2016), many school districts are also offering incentives to
educators for the completion of micro-credential competencies and pathways. These
incentives include converting micro-credentials to continuing education credits, including
the equivalency of a Master's Degree. Another incentive includes stipends ranging from
$200 to $600, depending upon the micro-credentials being earned (2016).
Summary
Much of the research mentioned throughout this paper manifested as consistent
and successful when implemented with fidelity to classroom and teaching practices. This
essentially led to improved student achievement and teacher practices. Studies conducted
in which there was not consistent implementation or moderate fidelity to the initiate
resulted in inconsistent or conflicting findings. The implementation of targeted and
focused professional development is only a first step in the process to see increases in
student performance on assessments and teacher improvement on evaluation scores. It is
also necessary for a culture of learning to be established within the school district and all

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educators must support the advancement of their knowledge and skills to achieve, not
only effectiveness but also greatness. For the relationship between professional
development and best instructional strategies to lead to increased teacher effectiveness
and student performance, thorough steps need to be taken and investigated. Chapter 3
explains in detail the methodology of the study.

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CHAPTER 3
METHODOLOGY
With the continued emphasis on effective professional development, the
utilization of teacher evaluations, and improved student achievement, it is beneficial to
continue investigating the affects that professional development and teacher evaluations
have on student success. This research study is significant because it will provide an
additional understanding of the relationships between the implementation of effective
professional development, teacher evaluation scores, and student achievement. This
chapter will identify the purpose of the research study, present the setting and
participants, and describe the research method and plan that were used. Finally, this
chapter will provide an account of data collection, including fiscal implications, and the
validity of the research study.
Purpose of the Study
The purpose of this research study was to look at the implementation of targeted
professional development planning and delivery based upon the identified problems of
practice while focusing on specific instructional strategies. The research identifies the
correlation, if any, between the implementation of targeted professional development
planning of instructional strategies and teacher effectiveness on evaluation scores based
on the district identified Instructional Rounds (IR) problem of practice developed from
the Harvard Instructional Rounds Model. The research study focused on the targeted
professional development and its effect on teacher effectiveness based upon evaluation

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scores and student performance on norm-referenced test results from the Northwest
Evaluation Association’s Measure of Academic Progress exam (NWEA MAP).
Research Questions
1) What effect does the implementation of targeted professional development, based on
Instructional Rounds Problems of Practice, have on teacher evaluation scores?
2) What effect does the implementation of targeted professional development planning,
based on Instructional Rounds Problems of Practice, have on student performance on
assessment results?
3) What effect does the implementation of specific instructional strategies in Math and
Reading classrooms, based on Instructional Rounds Problems of Practice, have on
teacher effectiveness?
4) What effect does the implementation of specific instructional strategies in Math and
Reading classrooms, based on Instructional Rounds Problems of Practice, have on
student performance on assessment results?
Setting and Participants
This study included seventeen 3rd through 5th grade elementary Math and Reading
teachers from two campuses, Campus A and Campus B, within a West Texas charter
school. Nine teachers were included in the sample group from Campus A and eight
teachers from Campus B. This sample group included only teachers that had taught the
same grade levels and subjects during both the 2018 - 2019 and 2019 - 2020 school years.

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Both campuses are located within a large West Texas city near the Mexican/American
border. Campus A is a K – 5 campus and Campus B is a K – 12 campus. Table 1
includes the enrollment and student demographic data for each of the campuses for the
2019 – 2020 school year.

Table 2 displays the number of students at each campus in third through fifth
grades. This data table is being included for assessment data numbers, however, only
overall assessment averages of student data will be represented within the results and
findings of this research study.

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Research Method and Plan
Action research, as defined by Stringer (2014), is “a systematic approach to
investigation that enables people to find effective solutions to the problems that confront
their everyday lives (p.1).” Based on this definition, this action research study
investigated possible solutions to increase teacher effectiveness on evaluations and
student growth on assessments through targeted district-level professional development
and the use of targeted instructional strategies within the classrooms.
Participatory action research is a type of action research that closely aligns to the
research study being conducted. Participatory Action Research (PAR) allows the
researcher to have the freedom to explore practices within the scope of the research being
conducted (Hendricks, 2017). This type of action research also allows the researcher to
challenge unproductive educational work habits, as well as being transformational
(2017). Thus, PAR was based on reflection, data collection and action that will improve a
situation to make change (MacDonald, 2012).
A quantitative research approach was selected for this research study because all
data sources used were quantitative data. All quantitative data was collected, analyzed,
and integrated within the research. This study used archival data from the 2018 – 2019
school year to establish a baseline for teacher evaluation scores and the identified
districtwide problem of practice. The identified district problem of practice from the 2018
– 2019 school year was utilized as the focus for the beginning of the year professional
development plan for teachers based upon the Instructional Rounds process. 2019 – 2020

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school year data from professional development and student assessment data from a
norm-referenced assessment also used.
This action research focused on the following areas:
● Implementation of targeted instructional strategies through professional
development
● Instructional rounds process
● Teacher evaluation and student growth
Implementation of Targeted Instructional Strategies through Professional
Development
Implementation of professional development was conducted for third through
fifth grade Math and Reading teachers at two elementary campuses, Campus A and
Campus B, within the West Texas charter school district. This professional development
was implemented throughout the school year beginning in August 2019 and ending in
February 2020. Targeted instructional strategies were modeled and taught to the
identified teachers throughout the school year during district professional development
days conducted in August, September, October, and February. These instructional
strategies were based on Doug Lemov’s Teach Like a Champion (2015) premise and
included the following six strategies:
Begin with the End – define an objective, how to achieve the objective, and design
activities to get there; high-level planning that is thoughtful, consistent and focused.

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Double Planning – cohesive planning and preparation of the actions of both the teacher
and of the student; what will the teacher say and do, what will the student say and do.
Plan for Error – plan and prepare for common mistakes that will occur during a lesson in
advance.
Turn and Talk – short, paired discussions in order to encourage and ensure that students
have an opportunity to better formulate their thoughts.
Everybody Writes – providing students an opportunity to rigorously engage by giving
them a chance to reflect in writing before asking them to discuss.
Exit Ticket – formative assessment at the end of class designed in alignment with the
objective in order to evaluate student success in mastery.
Follow-through of the implementation for the targeted instructional strategies was
on-going, and data was collected through classroom observational data sheets utilizing a
pencil and paper data collection process. The instructional strategies were chosen to
identify the district’s problems of practice.
Instructional Rounds Process
The district-level professional development homed in on targeted instructional
strategies based on the district problem of practice. The district problem of practice was
determined through the Harvard Instructional Rounds Model. The model, as said before,
developed in the medical profession to train doctors but in the education setting,
instructional rounds model was designed to assist educators in working together in order

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to determine the problems, solve problems and improve practices (City, Elmore, Fiarman,
& Tietel, 2016).
The HPS West Texas charter district conducted Instructional Rounds training at
both focus campuses for teachers and administrators at the beginning of the 2019 – 2020
school year. Campuses and the district then identified Instructional Rounds teams in
order to conduct monthly rounds onsite in schools and to conduct district-wide rounds in
order to identify problems of practice. The district Instructional Rounds team included
numerous members. The Area Superintendent, Director of Academics, Instructional
Content Coaches (4), ESL Coordinator, Special Education Coordinator, Principals,
Assistant Principals, and teachers (3) were asked to participate in the district rounds
process. Data was collected using an Excel spreadsheet/Google Sheets at both the district
and campus levels in order to determine both district and campus problems of practice.
For this research study, the district problems of practice were determined to be: 1)
planning and preparation and 2) student engagement. These two areas were the focus of
the targeted instructional strategies taught and implemented, as well as identified areas
for teacher evaluation growth.
Teacher Evaluation and Student Growth
This action research identified possible increases in both teacher effectiveness on
evaluation scores and student growth. For the sake of this action research, teacher
effectiveness was based on teacher evaluation scores that reflected the identified problem
of practice. Currently, the school district utilizes the Framework for Teaching from The

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Danielson Group as a backdrop for the teacher evaluation system (Danielson, 2019). The
Danielson Group (2019) Framework for Teaching includes a total of 22 components
within 4 domains. The domains and components within The Framework for Teaching
Evaluation Instrument (2013) are as follows:
● Domain 1: Planning and Preparation
-Component 1a: Demonstrating Knowledge of Content and Pedagogy
-Component 1b: Demonstrating Knowledge of Students
-Component 1c: Setting Instructional Outcomes
-Component 1d: Demonstrating Knowledge of Resources
-Component 1e: Designing Coherent Instruction
-Component 1f: Designing Student Assessments
● Domain 2: The Classroom Environment
-Component 2a: Creating an Environment of Respect and Rapport
-Component 2b: Establishing a Culture for Learning
-Component 2c: Managing Classroom Procedures
-Component 2d: Managing Student Behavior
-Component 2e: Organizing Physical Space
● Domain 3: Instruction

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-Component 3a: Communicating with Students
-Component 3b: Using Questioning and Discussion Techniques
-Component 3c: Engaging Students in Learning
-Component 3d: Providing Feedback to Students
-Component 3e: Demonstrating Flexibility and Responsiveness
● Domain 4: Professional Responsibilities
-Component 4a: Reflecting on Teaching
-Component 4b: Maintaining Accurate Records
-Component 4c: Communicating with Families
-Component 4d: Participating in the Professional Community
-Component 4e: Growing and Developing Professionally
-Component 4f: Showing Professionalism
While the Framework includes four domains and a total of 22 components within
those domains, the West Texas charter school district only identifies 5 components within
the evaluation system for the teachers. These components, including the domains utilized
from The Framework for Teaching Evaluation Instrument (2013) are:
● Domain 1: Planning and Preparation
-Component 1c: Setting Instructional Outcomes

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● Domain 2: The Classroom Environment
-Component 2c: Managing Classroom Procedures
● Domain 3: Instruction
-Component 3b: Using Questioning and Discussion Techniques
-Component 3c: Engaging Students in Learning
-Component 3d: Providing Feedback to Students (Danielson, 2013)
Within each domain and component from The Framework for Teaching Evaluation
Instrument (2013), teachers were evaluated using ratings which ranged from a score of 1
to 4:


1 – Unsatisfactory



2 – Basic



3 – Proficient



4 – Distinguished

Historical teacher evaluation data from the 2018 – 2019 school year was used as a
baseline for data collection. For the sake of this research study, and the district identified
problems of practice, the focus will be on The Framework for Teaching Evaluation
Instrument (2013) Components 1c: Setting Instructional Outcomes, and 3c: Engaging
Students in Learning when analyzing data from teacher evaluations. The teacher
evaluation data comprised of an average score from the focus teachers’ evaluation scores

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based on the targeted domain(s) and component(s). These averages were then compared
with the teacher evaluation averages data from the 2019 – 2020 school year to determine
outcomes. For calibration purposes in regards to fidelity to The Framework for Teaching
Evaluation Instrument (2013), all academic administrators (Principals and Assistant
Principals of Academics) participated in a two-day, face-to-face Danielson professional
development training. These professional development training days took place at the two
focus campuses, and actual classroom and teacher data was collected for training
purposes. Day one of the Danielson training focused on observational skills. According to
the My Learning Plan (MLP) Support Specialist (Yasmin, 2019), the observational skills
training focused on the following:
● Review of the foundational skills for quality observations
● Hone in on the ability to apply the Framework for Teaching rubrics accurately
and consistently to increase teacher growth and student learning
● Develop a better understanding of the key rubric attributes that define each
component utilizing the Evaluation Tool
● Strengthen the skills necessary to collect objective evidence efficiently and
without judgment of what occurs in the classroom
● Identify, in a lesson, the evidence related to the components within the evaluation
tool rubric
● Align evidence to the correct component and assign a Level of Performance based
on the preponderance of evidence

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● Compare and analyze the evaluation of classroom videos to master scorers and
identify reasons for any differences
The second day of the Danielson professional development focused on conducting
learning walks with a Framework Specialist. This professional development day
included:
● A review of the steps in order to conduct an effective observation
● The Framework Specialist and the administrator(s) observed a classroom and
collected instructional evidence
● The Framework Specialist and the administrator(s) compared evidence and
aligned the evidence to the appropriate component and Level of Performance then
discussed the rationale behind the alignment
● The teacher was sent a copy of the evidence collected
● The Framework Specialist and the administrator(s) analyzed the evidence and
developed priority-area questions based on the evidence which was then discussed
in the Reflective Conference between the administrator(s) and the observed
teacher
● The Framework Specialist modeled the conference with the classroom teacher
● The Framework Specialist and the administrator(s) debriefed the experience
(Yasmin, 2019)
Student growth was based upon NWEA MAP Rasch UnIT (RIT) averages.
NWEA is a research-based company that develops student assessments in order to assess

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the growth of students in Reading, Math, Language usage and Science (NWEA, 2019).
The NWEA MAP RIT score “represents a student’s achievement level at any given
moment and helps measure their academic growth over time (2019).” The Reading and
Math RIT score averages will be compiled from the beginning of the year assessment
(Fall NWEA MAP) given to students in September 2019 and compared with average
Reading and Math RIT scores compiled from the middle of the year assessment (Winter
NWEA MAP) data given to students in late January 2020 in order to measure overall
student growth.
Fiscal Implications
DOCTORAL CAPSTONE PROJECT BUDGET

ACCOUNT
420-11-6119-00-006-0-11-0-04
420-11-6119-00-002-0-11-0-04
420-13-6119-00-999-0-11-0-04
420-13-6291-00-999-0-11-0-04
420-23-6291-00-999-0-11-0-04
420-11-6219-00-006-0-11-0-04
420-11-6219-00-002-0-11-0-04
420-41-6399-00-750-0-99-0-04
TOTAL

DESCRIPTION
Teacher Salaries Campus A (for 9 District
PD Days)
Teacher Salaries Campus B (for 9 District
PD Days)
Instructional Coach Salaries (for PD
Days)
Danielson Framework Training for
Teachers
Danielson Framework Training for
Administrators
NWEA MAP Software (3rd - 5th Grade
Students Campus A)
NWEA MAP Software (3rd - 5th Grade
Students Campus B)
Professional Development Materials &
Supplies

BUDGET
$21,428.55
$19,047.60
$18,721.46
$4,000.00
$8,000.00
$3,786.66
$3300.30
$1,680.00
$79,964.57

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Budget Narrative & Indirect Costs
All budget codes represented within the table above follow criteria for the State of
Texas charter school finance compliances. Each budget code was representative of the
following details (Sampson, et. al., 2013):
– xx

xxx

Fund Code
Function Code

– xxxx

Object Code

– xx

– xxx

–x

Organization Code

Local Object Codes

– xx

x – xx

Program Intent Code

Fiscal Year Code Local Option Codes

Teachers from two elementary campuses, Campus A and Campus B, were the
focus for the research, however, indirectly. Nine teachers from Campus A were included
in the study, and eight teachers from Campus B for seventeen teachers. Salary averages
were $50,000 for this group of teachers (HPS, 2018). District professional developments
were implemented a total of nine days throughout the 2019 – 2020 school year. The
teacher budgets were determined by the teacher daily rate of $264.55 per day (189 work
days total in school year). This number was then multiplied by the number of teachers at
Campus A and then Campus B, then multiplied again by the number of days of district
professional development, which is nine. Resulting in the total budget for teacher salaries
from Campus A and Campus B to be $40,476.15.
Instructional coaches implemented all of the district level professional
developments. Therefore, the coach budget for salaries was determined the same way as
was the budget for the teachers. However, the instructional coach salary was determined

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to be $63,890.70, and the instructional coaches work a total of 215 days (HPS, 2018).
Seven district instructional coaches provided the nine days of district professional
development. There daily rate was determined to be $297.16. This amount was then
multiplied by the number of coaches, and then by the number of days of professional
development for a total amount of $18,721.46.
During district professional development, teachers and administrators were
trained on the Danielson Framework. Danielson Framework for teachers provided
services at a flat fee daily rate of $4,000.00. Teachers received one day of Danielson
training and that is the basis for the teacher evaluation. Administrators also received
Danielson Framework Training for Administrators to accurately implement the teacher
evaluations. Administrators received two days of training from the Danielson group for a
total of $8,000.00. The administrator training from the Danielson Group was a new form
of professional development implemented this year for administrative staff. In previous
school years, this same calibration training was conducted virtually using demonstration
classroom videos in which the administrators were able to collect instructional evidence,
assign the evidence to domains and components and finally assign a Level of
Performance (Yasmin, 2019).
Student growth was determined by implementing the Northwest Evaluation
Association’s Measure of Academic Progress exam (NWEA MAP). Costs for this
software for the total district was $40,000. For this research study, a total of 612 student
NWEA MAP RIT score averages were the focus in order to see possible growth. The

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total cost was divided by the total number of students within the district to get a cost per
student. The cost per student was determined to be $11.58. Campus A represented a total
of 327 students, for a total of $3,786.66. Campus B represented a total of 285 student, for
a total of $3,300.30. The total cost of the NWEA MAP software for the focus student
groups at the two campuses was determined to be $7086.96.
The overall total budget for this research study was $79,964.57. All expenses for
this research study were indirect costs. All of the costs were necessary, but standard
based upon previous years. However, the implementation of strategic and targeted
instructional strategies and the data collection based upon those strategies were added to
gauge the effectiveness of current professional development.
Methods of Data Collection
The data collected for this research study were provided by the district office of
the West Texas charter school district. The instructional practices modeled, taught, and
implemented by classroom teachers were recorded and monitored through a Word
document data table (Appendix A). The data table included columns with a category
labeled as Observable Instructional Strategies and valued as Yes (observed) and No (not
observed). This data was collected using a paper and pencil method during walkthroughs and observations conducted by the researcher of this study. Teacher participant
Consent Forms (Appendix B) were collected from all focal group teachers who agreed
and signed off in order to take part in this research study in regards to receiving walk-

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throughs, observations and provided consent to use his/her evaluation averages from the
2018 – 2019 and 2019 – 2020 school years.
An Excel spreadsheet and Google Sheets spreadsheet was used to document the
Instructional Rounds data collection (Appendix C) to identify the problem of practice. A
district Instructional Rounds team was chosen to conduct the process in alignment with
the Harvard Instructional Rounds Model at the beginning of the 2019 – 2020 school year.
Instructional Rounds data from April 2019 was used as baseline data for the August 2019
– 2020 professional development sessions. This assisted with the chosen instructional
strategies implemented as well as the domains and components selected as the focal areas
for this research study. Again, in early September 2019, the district Instructional Rounds
process took place in order to obtain more current data for continued improvement in the
area of instruction and student achievement. The analysis of instructional practices were
based upon the instructional rounds and walk through data. This data was analyzed
through discussions from the Excel spreadsheet and Google Sheets spreadsheet data. In
addition, the Observable Instructional Strategies was used monthly with the use of
percentages of observed techniques within each identified and focused classroom. It was
decided by the researcher of this study that higher recorded percentages of observed
instructional techniques during observations would show evidence of fidelity and regular
practice of such instructional strategies.
Formal teacher evaluation scores were gathered, and an overall average was
compiled in the Danielson domain(s) and component(s) which identified in correlation

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with the district problem of practice. This data was kept in an Excel spreadsheet titled as
Teacher Evaluation Averages (Appendix D) and analyzed at the end of each school
semester, December and May. Student NWEA MAP RIT data was also kept in an Excel
spreadsheet titled Student NWEA MAP Averages (Appendix E) and updated after each
assessment administration. Instructional Review Board (IRB) approval can be viewed in
Appendix F.
The data was compiled, averaged, and analyzed based upon the grade level focus
and subject. The Instructional Rounds data was used to determine the district problem of
practice. All data averages from the teacher evaluation, instructional practices percentage
sheets, and student assessment averages were compared and analyzed for successful
results. The data collected will be analyzed as a whole focus group comparison, as well
as analyzed at each campus level. An increase in the mean score (teacher evaluations and
NWEA MAP RIT) and a reduction in variability would show success in the action
research.
Timeline
Baseline data from the 2018 – 2019 school year was used in regard to teacher
evaluation performance. This data was an average of two components within the
Danielson Framework for Teachers evaluation rubric. The two focus components used as
baseline data and for the entirety of this research project were: 1) Component 1c: Setting
Instructional Outcomes, and 2) Component 3c: Engaging Students in Learning. These
two components were identified in alignment with the district problem of practice, as

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previously mentioned. The timeline below provides a structured approach to the
implementation of the study and data collection.
August 5 – August 9, 2019: Delivered professional development based on the district
problem of practice from end of 2018 – 2019 school year
August 7, 2019: Day 1 of Danielson training for Administrators (Principals, Assistant
Principals of Academics) on observational skills
August 26 – August 30, 2019: Historical data reviewed (2018-2019 Teacher Evaluation
Score Averages, teacher retention rate and instructional rounds data)
August 26 – September 11, 2019: Gathered baseline data from Fall NWEA MAP RIT
student averages, adjusted/updated current data on district problem of practice based
upon Instructional Rounds data collection, collected data averages from teacher walkthroughs on observable instructional strategies
September 13, 2019: Delivered targeted professional development based on the district
problem of practice
September 25, 2019: Day 2 of Danielson training for Administrators (Principals,
Assistant Principals of Academics) on learning walks
September 16 – October 4, 2019: Gathered and reviewed data from instructional
practices taught in the September 13 PD based upon teacher classroom walk-throughs on
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October 11, 2019: Delivered targeted professional development based on the district
problem of practice
October 15 – November 22, 2019: Gathered and reviewed data from instructional
practices taught in the October 11 PD based upon teacher classroom walk-throughs on
observable instructional strategies, and gather teacher evaluation score averages
January 6, 2020: Delivered targeted professional development based on the district
problem of practice
January 8 – February 7, 2020: Gathered and reviewed data from instructional practices
taught in the January 6 PD based upon teacher classroom walk-throughs on observable
instructional strategies
January 13 – January 24, 2020: Gathered and reviewed Winter NWEA MAP RIT
student averages
February 14, 2020: Delivered targeted professional development based on the district
problem of practice
February 18 – March 13, 2020: Gathered and reviewed data from instructional
practices taught in the February 14 PD based upon teacher classroom walk-throughs on
observable instructional strategies
March 23 – May 17, 2020: Data from instructional practices taught throughout the 2019
- 2020 school year based upon teacher classroom walk-throughs on observable
instructional strategies and teacher evaluation score averages were analyzed for results

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Validity
Validity in action research has been criticized for its perception of being of lesser
quality because this research it often conducted by educators and not by researchers
(Mertler, 2019). However, this is not necessarily the case as long as the researcher
ensures that the research is of sound practice (Mertler, 2019). While there are both pros
and cons involving the validity of action research, controls must always be taken to
ensure the validity, or rigor of the results. These controls include the quality of the study,
the accuracy of data collection, and the credibility of the action research and its findings
(Mertler, 2019).
As previously mentioned, this action research model is based on participatory
action research (PAR) which is considered as emancipatory (Hendricks, 2017). Even with
the use of the PAR model, all research has limitations. The major limitations of this study
consisted of how teachers applied the instructional practices and training in the
classroom, the perception of the observation, and data collection of the administration on
teacher evaluations. Other limitations were specific to the individual campuses and
pertained to student testing environments.
Despite the research’s limitations, controls were used to ensure the validity of the
research study results. The research parameters were relatively comparable at each of the
focus campuses (see Tables 1 and 2). Although there were some differences, there were
enough common attributes (same assessment, same evaluation model, same grade levels

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and subjects). This research study also analyzed data on the individual school level and as
a whole in order to identify any patterns or potential outliers.
While Campus A was a K – 5 campus and Campus B was a K – 12 campus, only
teachers and students within grades 3 – 5, Reading and Math were the focus of the
research. Both campuses had similar student demographics as well. Teachers at both
Campus A and Campus B were trained on the implementation of the instructional
practices and strategies using the same evaluation system by their administration. All
administrative staff at Campus A and Campus B received the same observation and data
collection training from the Danielson Group to calibrate for teacher effectiveness when
conducting observations. This also assisted in maintaining fidelity to the evaluation
rubric. Lastly, a district testing coordinator oversaw all testing schedules and
environments to ensure commonality for students and teachers during testing.
Summary
The quantitative research approach described in this chapter was selected for this
study because of the limited number of variables. Also, this research approach identified
the relationship between the implementation of effective professional development,
teacher evaluation scores, and student achievement. Chapter 4 will explain the data
analysis and interpretation of the information based on the results.

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CHAPTER 4
RESULTS
As stated in Chapter 1, this research study examined the affects that effective
professional development and teacher evaluations have on student success at two
different elementary campuses located in a West Texas charter school district. Chapter 4
will begin with a description students’ demographic data from the two campuses included
in this study and descriptive statistics of the teachers from the two schools as well. The
results will be organized in terms of the four research questions and address the
significant statistical conclusions concerning each question. A summary of key findings
to each of the research questions and the collected data will also be discussed within this
chapter.
Research Questions
The research questions for this research study were:
1. What effect does the implementation of targeted professional development,
based on Instructional Rounds Problems of Practice, have on teacher evaluation
scores?
2. What effect does the implementation of targeted professional development
planning, based on Instructional Rounds Problems of Practice, have on student
performance on assessment results?

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3. What effect does the implementation of specific instructional strategies in
Math and Reading classrooms, based on Instructional Rounds Problems of
Practice, have on teacher effectiveness?
4. What effect does the implementation of specific instructional strategies in
Math and Reading classrooms, based on Instructional Rounds Problems of
Practice, have on student performance on assessment results?
Demographic Data
The West Texas charter school district within this research study contains five
campuses; two K – 8 campuses, one K – 5 campus, one K – 12 campus, and one 6 – 12
campus. In total, the five campuses have an enrollment of 3,566 students. Two campuses,
Campus A and Campus B, agreed to participate in this research study with participation
from the 3rd through 5th grade Math and Reading teachers. Campus A is a K – 5 grade
campus and Campus B is a K – 12 campus. These campuses and specific grade levels
represented a total of 612 students; 327 students from Campus A and 285 students from
Campus B. 17 teachers were included in this research study; nine teachers from Campus
A and eight teachers from Campus B.
Teacher and Student Demographics
This section will provide an overview of the third, fourth and fifth grade NWEA
MAP assessment demographic data of the students within this research study. The
student data within this section includes the number of students who took the NWEA

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MAP assessment at each grade level, as well as a breakdown of gender, economically
disadvantaged percentages, ethnicity, and special population identification. This section
will also include teacher demographics based on the teacher participation for this research
study. The teacher demographics includes the number of teachers at each campus by the
subject area represented and the number of years of teaching experience and education
level attained. The teachers within the focus group for this study taught either Reading or
Math during the 2018 – 2019 and 2019 – 2020 school years. Baseline data from teacher
evaluations was used from the 2018 – 2019 school year.
The two schools included in this research study are high-achieving urban
elementary campuses located El Paso, Texas near the United States and Mexico border.
The elementary school campuses are a part of the West Texas statewide charter school
organization with 59 total campuses. The two focus campuses are a part of a cluster, or
area, within the state-wide charter organization that accounts for five campuses within the
entire school system. While the West Texas cluster has been titled an “A-Rated” district
by the State Board of Education for three consecutive school years based on scores from
state assessment data, the campuses have a high population of students categorized as
Economically Disadvantage. In addition, over 80% of the clusters population are of
Hispanic ethnicity, with approximately 25% of the student population categorized as
English Language Learner (ELL) students.
Table 3 displays grades 3-5 student NWEA MAP assessment data at Campus A
from September 2019 and February 2020. 109 students are enrolled in grades third

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through fifth, out of a total of 327 students. In this study, Campus A has 45% of its
students identified as ELL, while the Economically Disadvantaged student population is
at 74%, and approximately 1% of the school children represented are categorized as
Special Education students.

Table 4 displays grades 3 – 5 student NWEA MAP assessment data at Campus B
from September 2019 and February 2020. 285 students are enrolled in grades third
through fifth at Campus B. In this study, Campus B has 25% of its students identified as
ELL, while the Economically Disadvantaged student population is at 72%, and
approximately 9.8% of its school children represented are categorized as Special
Education students.

Table 5 displays the years of teaching experience for educators assigned to each
grade level at Campus A and Campus B. Grades 3 – 5 at both Campus A and Campus B

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are departmentalized for scheduling purposes. Departmentalized for the sake of this
study, refers to separate teachers for each content subject taught. This study will examine
educators teaching grades 3 -5 Reading and Math at both campuses. 66.7% of Campus A
teachers having taught between 5 – 10 years and 11% have taught for more than 15 years.
In addition, 88.9% of Campus A’s teachers predominantly held a bachelor’s degrees,
while 50% of teachers at Campus B held bachelor’s degree and 50% held a master’s
degree.. 50% of Campus B’s teachers having taught between 3 – 5 years and 11% having
taught between 11 – 15 years.

Table 6 shows the subject taught by teachers that participated in the research
study. Campus A teachers represented 44.4% of educators within the focus group that
taught Reading and 55.6% of teachers teaching Math. Campus B educators accounted for
62.5% of teachers within the focus groups that taught Reading and 37.5% of teachers
teaching Math. Student placement for all pupils at both Campus A and Campus B was
conducted by a scheduling system using a heterogeneous distribution. Class sizes for the
campuses and all classrooms do not exceed 28 students. Just over 40% of the teachers
within this study have between 5 and 10 years of teaching experiences. While

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approximately 30% of the teachers in the focus group have earned advanced degrees past
the bachelors.

Teacher Evaluation Data
As discussed in Chapter 3, both Campus A and Campus B utilized a teacher
evaluation system that rated each teacher on a four-point scale using a teacher
effectiveness rubric:


1 – Unsatisfactory



2 – Basic



3 – Proficient



4 – Distinguished

The Framework for Teaching Evaluation Instrument (2013) was used as the guide to
score teachers. Both Campus A and Campus B used the following Domains and
Components when conducting both walk-throughs and formal observations of teachers
within this research study:
● Domain 1: Planning and Preparation
-Component 1c: Setting Instructional Outcomes

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● Domain 2: The Classroom Environment
-Component 2c: Managing Classroom Procedures
● Domain 3: Instruction
-Component 3b: Using Questioning and Discussion Techniques
-Component 3c: Engaging Students in Learning
-Component 3d: Providing Feedback to Students (Danielson, 2013)
For the purpose of this research study, the following Domains and Components were
utilized in data collection based upon the problems of practice identified:
● Domain 1: Planning and Preparation
-Component 1c: Setting Instructional Outcomes
● Domain 3: Instruction
-Component 3c: Engaging Students in Learning (Danielson, 2013)
Table 7 displays the baseline teacher evaluation data collected from the Domains
and Components within this research study from the end of 2018 – 2019 school year.
Table A shows that the baseline teacher evaluation score from the focus Domains and
Components at 2.95 for Campus A, while Campus B had a slightly lower average teacher
evaluation score of 2.85. This baseline data was used as a starting point in order to
compare any changes in averages throughout the 2019 – 2020 school year in teacher
evaluation scores.

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Instructional Rounds Data
For this research study, overall averages on teacher evaluations were used to see
teacher growth in the domains and components related to the district problems of
practice. Table 8 displays the data collected through the West Texas (WT) District
Instructional Rounds process in September 2019 to establish a baseline for the district
problem of practice. This data was used to create training workshops for teachers during
their professional development days throughout the 2019 – 2020 school year. The WT
District Instructional Rounds data was collected from both Campus A and Campus B,
grades 3 – 5, in order to identify the district problems of practice during the Instructional
Rounds process, which was also discussed in Chapter 3.
After following the protocol for the Instructional Rounds process, which included
discussions amongst the Instructional Rounds team, the district problems of practice were
identified as Planning and Preparation and Student Engagement. These problems of
practice were then identified to fall under the Domains and Components:
● Domain 1: Planning and Preparation

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-Component 1c: Setting Instructional Outcomes
● Domain 3: Instruction
-Component 3c: Engaging Students in Learning (Danielson, 2013)
Tables 8 and 9 display district Instructional Rounds data collected by the WT
District Instructional Rounds team in September 2019, used as baseline data, and January
2020. The Instructional Rounds process took place after the implementation of the
August 2019 professional development. The data collected during the September 2019
Instructional Rounds identified the problems of practice areas of weakness as:
● Domain 1: Planning and Preparation
-Component 1c: Setting Instructional Outcomes
● Domain 3: Instruction
-Component 3c: Engaging Students in Learning (Danielson, 2013)
Based on discussions from the Instructional Rounds team members, it was
determined that teachers showed an area of weakness in student questioning, as seen in
Table 8. While some higher-level questions were begin asked, 74% of the questions
asked were categorized as lower-level questions. The root cause for this was a lack in
teacher planning and preparation to foresee probable student responses in order to
develop higher-level questions or scaffolded questions. In addition, only 38% of students
observed during the Instructional Rounds process were identified as engaged at a higher
level of learning, and 58% of students observed were considered at an engagement level

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of ritual compliant, meaning they were only doing what they were being told because
they had to. Based on team data discussions, this resulted from a lack of planning and
preparing engaging activities for student learning. Thus, the two problems of practice
were determined to fall under the realms of the above referenced Danielson (2013)
domains and components.
Table 9 displays the mid-year Instructional Rounds data collected from the two
focus campuses in January 2020. Higher-level questions were being asked more
frequently by the classroom teachers, and 25% of questions asked were categorized as
lower-level questions. 68% of students observed during the January 2020 Instructional
Rounds were at a higher level of engagement than those identified as being ritual
compliant.

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Targeted Instructional Strategies Data
Professional development days were implemented for the third -fifth grade Math and
Reading teachers within this study at the two focus elementary campuses, Campus A and
Campus B, within the HPS West Texas charter school district. Six targeted instructional
strategies focusing on the identified teachers and problems of practice were implemented
during the district professional development days throughout the school year beginning in
August 2019 and ending in February 2020. These targeted instructional strategies
previously discussed in Chapter 3 included; Begin with the End, Double Plan, Plan for
Error, Turn and Talk, Everybody Writes, and Exit Ticket. These targeted instructional
strategies were chosen in alignment with the following Danielson domains and
components identified as the problems of practice within the district:
●

Domain 1: Planning and Preparation
-Component 1c: Setting Instructional Outcomes

● Domain 3: Instruction
-Component 3c: Engaging Students in Learning (Danielson, 2013)
Follow-through of the implementation for the targeted instructional strategies was
on-going and data was collected through classroom observational data sheets. Figure 1
displays data collected from walk-throughs and observations of the classroom teachers
identified within this study by month and percentage of overall visible usage of the
targeted instructional strategies. Campus A showed a higher percentage in the

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implementation of the instructional strategies from September 2019 to March 2020 when
the data was collected. . September represented the lowest implementation percentage of
instructional strategies for both Campus A and Campus B, while February showed the
highest percentage for the implementation of these strategies. Over the research period,
both Campus A and Campus B demonstrated an increase in the percentage of
implementation during September, October, and November, before decreasing the
application of instructional strategies in December. Campus A was consistent in the
execution of these strategies during January, February and March. Campus A also
displays a slightly higher overall average evaluation score in the domains and
components targeted.

Figure 1 – Percent of Implementation of Targeted Instructional Strategies – This figure
displays month-by-month data collected from both campuses of the percent of
implementation of the targeted instructional strategies.

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Table 10 and Figure 2 display the same data points. The data represented below
was collected from walk-throughs and observations of classroom teachers identified
within this research by month and percentage of overall visible usage. In addition, Table
10 and Figure 2 also show the overall average evaluation scores from teacher
observations by campus. These teacher evaluation scores were based on two formal
teacher observations conducted within each of the two semesters during the 2019 – 2020
school year. Due to the global pandemic of 2020, the teacher observations conducted
during the second semester were completed within a virtual live classroom. All teacher
observation and evaluation data collected during both semesters focused upon the
targeted Domains and Components previously stated.
As previously viewed in Table 7, Campus A had a baseline evaluation score
average at the end of the 2018 – 2019 school year of 2.95. Table 10 and Figure 2 show an
increase in the overall evaluation score average, 3.063, for the 2019 – 2020 school year.
Campus B had a baseline evaluation score average of 2.85 and displayed a slight increase
to 2.938 for the 2019 – 2020 school year.

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Figure 2- Percent of Implementation of Targeted Instructional Strategies vs. Average
Evaluation Scores – September 2019 – March 2020 – This figure displays the percent of
implementation of targeted instructional strategies each month within the study and the
comparison of the average score on teacher evaluations at the conclusion of the study.

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NWEA MAP Data
NWEA MAP RIT, or Rasch UnIT, is a measurement scale that assists in
understanding the NWEA MAP assessment scores and relates directly to the grade level
scale in each subject area (NWEA, 2015). NWEA MAP RIT data averages from the
beginning of the year NWEA MAP assessment given to students in August/September
2019 were collected, analyzed, and compared with the Mid-Year NWEA MAP
assessment given to the students in January 2020. These averages included Reading and
Math NWEA MAP RIT data from the focus 3rd - 5th grade level groups at both Campus A
and Campus B. The charts below (NWEA, 2015) display the NWEA MAP RIT Student
Status Norms for both Reading and Math RIT means from assessments implemented
during the academic year. For this research study, only the beginning of the year and
middle of the year NWEA MAP assessments were implemented. Both Campus A and
Campus B used these charts to identify a starting grade level of skills mastery for
individual students to show the growth of students throughout the school year. These
charts helped identify students who needed specific learning plans as well as show how
the student has progressed throughout the year. This assists the campuses in evaluating
and modifying the school intervention plan.

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NWEA MAP Reading Assessment Data
Table 11 and Figure 3 display the same data points based upon 3rd grade Fall to
Winter semesters Mean RIT scores in accordance with the NWEA MAP Reading
assessment data. The data denoted that Teacher 1A, Teacher 1B, and the WT District
shows percent changes from Fall to Winter that were above the National Norm RIT,
while Teacher 2B showed a percent change from Fall to Winter that was below the
National Norm RIT. Both Campus A and Campus B as well as the WT District met or
exceeded the National Fall and Winter Mean RIT scores.

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Figure 3 – 3rd Grade Reading NWEA MAP Fall to Winter RIT – This figure displays the
3rd grade Reading RIT scores by teacher from the Fall to Winter assessments.

Table 12 and Figure 4 display the same data points based upon 4th grade Fall to
Winter Mean RIT scores in accordance to the NWEA MAP Reading assessment. This
data represents Teacher 2A, Teacher 3B, and the WT District percent changes from Fall
to Winter that met or were above the National Norm Mean RIT, while Teacher 4B was
below the National Norm Mean RIT. Campus A and Campus B exceeded the National
Fall and Winter Mean RIT score. The WT District met the National Fall Mean RIT and
scored just above the National Winter Mean RIT.

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Figure 4 – 4th Grade Reading NWEA MAP Fall to Winter RIT – This figure displays the
4th grade Reading RIT scores by teacher from the Fall to Winter assessments.

Table 13 and Figure 5 display the same data points based upon 5th grade Fall to
Winter Mean RIT scores in accordance to the NWEA MAP Reading assessment data.
Campus A and Campus B teachers, as well as the WT District exceeded the National
Norm Mean RIT for both Fall and Winter. Campus A and the WT District exceeded the
overall change in National Norm and Mean RIT from Fall to Winter, while Campus B
fell short with a 2.6 change in Norm and Mean RIT. Campus B had a higher Fall and

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Winter Mean RIT than both the WT District and the National Norm Mean RIT scores. In
addition, Teacher 3A, Teacher 4A, and Teacher 5B exceeded the National Norm Mean
RIT and the WT District Norm Mean RIT for both Fall and Winter.

Figure 5 – 5th Grade Reading NWEA MAP Fall to Winter RIT – This figure displays the
5th grade Reading RIT scores by teacher from the Fall to Winter assessments.

Table 14 and Figure 6 display the same data points based upon the WT District
and 3rd -5th grade Fall to Winter percentages of students who were above the National

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Mean RIT in accordance to the NWEA MAP Reading assessment. Based on the data
tables, two out of four teachers from Campus A showed a positive change in the percent
of students who were above the National Norm RIT from Fall to Winter and the other
two teachers at Campus A showed a negative change in percent of students who were
above the National Norm RIT from Fall to Winter. The data for Campus B displays that
three out of five teachers showed a positive change in the percent of students who were
above the National RIT from Fall to Winter. While one of the five teachers remained the
same in the percent of students who were above the National Norm RIT. The data also
showed that one of the five teachers from Campus B showed a negative change in percent
of students who were above the National Norm RIT from Fall to Winter. Overall, the WT
District showed an increase of 1% of students were above the National Norm RIT from
Fall to Winter.

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Figure 6 – 3rd - 5th Grade Reading NWEA MAP % of Students above Norm RIT Fall to
Winter– This figure displays the 3rd – 5th grade Reading RIT scores by teacher from the
Fall to Winter assessments of those students who were above the Norm RIT score.

NWEA MAP Math Assessment Data
Table 15 and Figure 7 display the same data points based upon 3rd grade Fall to
Winter Mean RIT scores in accordance to the NWEA MAP Math assessment. This data
showed that Campus A scored above the Fall and Winter Norm RIT and had the highest
increase in change at 10.5 points from Fall to Winter on the NWEA MAP Math
assessment. Campus B scored just below the Norm Mean RIT during both the Fall and
Winter implementation. The WT District was just below the NWEA MAP Math Norm
RIT during the Fall assessment but scored above the Norm Mean RIT during the Winter

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assessment. Campus A, Campus B and the WT District exceeded the National change in
Mean RIT from Fall to Winter on the NWEA MAP assessments.

Figure 7 – 3rd Grade Math NWEA MAP Fall to Winter RIT – This figure displays the 3rd
grade Math RIT scores by teacher from the Fall to Winter assessments.

Table 16 and Figure 8 display the same data points based upon 4th grade Fall to
Winter Mean RIT scores in accordance to the NWEA MAP Math assessment. This data

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displayed Campus A, Campus B and the WT District exceeded the Norm Mean RIT
during the Fall administration of the NWEA MAP assessment. Both Campus A and
Campus B exceeded the Norm Mean RIT during the Winter administration of the NWEA
MAP assessment, while the WT District was just below the Norm Mean RIT for Winter.
Teacher 7A showed the greatest change from Fall to Winter in RIT scores, however this
teacher was still below the National Norm RIT average change from Fall to Winter.
Campus A, Campus B and the WT District showed changes that were below the Norm
RIT change from Fall to Winter.

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Figure 8 – 4th Grade Math NWEA MAP Fall to Winter RIT – This figure displays the 4th
grade Math RIT scores by teacher from the Fall to Winter assessments.

Table 17 and Figure 9 display the same data points based upon 5th grade Fall to
Winter Mean RIT scores in accordance to the NWEA MAP Math assessment. The data
displayed shows that Campus A, Campus B, and the WT District scored above the
National Norm RIT for both Fall and Winter. Also, both campuses and the WT District
met or exceeded the National Norm RIT change from Fall to Winter. Teacher 8A and
Teacher 9A showed the greatest change in RIT scores from Fall to Winter.

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Figure 9 – 5th Grade Math NWEA MAP Fall to Winter RIT – This figure displays the 5th
grade Math RIT scores by teacher from the Fall to Winter assessments.

Table 18 and Figure 10 display the same data points based upon the WT District and
3rd through 5th grade Fall to Winter percentages of students who were above the National
Mean RIT in accordance to the NWEA MAP Math assessment. This data displayed that
four of the eight teachers within the focus group showed negative changes in student

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growth in NWEA MAP RIT scores from Fall to Winter. Two of the five teachers from
Campus A showed a negative change in student growth from Fall to Winter, while two of
three teachers from Campus B showed a negative change in student growth in the same
period. Teacher 5A showed the greatest change in student growth of all the Math teachers
within the focus group at 21% growth. While Teacher 6B showed a 9% increase in
change in student growth, that teacher also had the lowest percentage of students above
Norm RIT for both the Fall and Winter NWEA MAP assessment. The WT District
displayed an overall change of 1% in student growth from Fall to Winter.

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Figure 10 – 3rd - 5th Grade Math NWEA MAP % of Students above Norm RIT Fall to
Winter– This figure displays the 3rd – 5th grade Math RIT scores by teacher from the Fall
to Winter assessments of those students who were above the Norm RIT score.

Data Triangulation
Table 19 and Figure 11 display the same data points based on the teacher
evaluation averages. These data points include the baseline data averages collected from
teacher evaluations at the end of the 2018 – 2019 school year from the focus teachers
within this study. During the 2018 – 2019 data collection, Campus A had an overall
average evaluation score slightly above that of Campus B at 2.95. During Semester 1 of
the 2019 – 2020 school year, both Campus A and Campus B had an overall average of
3.125. At the end of the second semester, Campus A had an overall evaluation average
that was slightly higher than Campus B. However, Campus A and B showed a slight

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decline in the overall average score from Semester 1 to Semester 2.It should be
mentioned that the Semester 1 teacher evaluations at both campuses were announced
evaluations, meaning that teachers were notified of the date and time that the
administration would be collecting the evaluation data. Semester 2 teacher evaluations
were unannounced, meaning that the teachers were unaware of the date and time that he
or she would be observed. Also, due to the global pandemic, Semester 2 teacher
evaluations were conducted during live, virtual class lessons.

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Figure 11 – Teacher Evaluation Timeline – Baseline, Semester 1 and Semester 2 - This
figure displays teacher evaluation score averages for Campus A and Campus B beginning
with the baseline data averages, leading to the Semester 1 and Semester 2 data averages.

Table 20 displays the individual teacher data including teacher evaluation data
from the baseline, Semester 1 and Semester 2, and an individual overall average. This
individual teacher data also in overall student NWEA MAP RIT data difference from the
Fall to Winter MAP assessment. Based on the data table, 6 out of the 17, or 35% of
teachers showed a negative RIT difference, meaning that those students showed an
overall decline in learning for the 2019 – 2020 school year. Of those six teachers, four
were from Campus B and two were from Campus A. Teacher 6A and Teacher 7A
showed the lowest overall evaluation average with 2.75 and 2.25, respectively, as well as
both teachers show a negative RIT difference, -1.44 and -0.97, respectively. Teacher 3A

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showed the highest RIT difference of 3.15 with an overall evaluation average of 3.00.
Teacher 9A displayed the highest overall evaluation average at 3.75 with an increase in
RIT difference of 0.88.

Table 21 and Figure 12 presents the same data points based on the teacher
evaluation averages data and the overall percent averages for the targeted instructional
strategies (TIS) by campus. Both Campus A and Campus B show the same teacher
evaluation average of 3.125 for Semester 1. Campus A, however, shows just above a 17%
higher implementation of the targeted instructional strategies. During Semester 2, both
Campus A and Campus B saw a decrease in overall teacher evaluation averages, with
Campus A showing a higher average of the teacher evaluation and a higher percentage of
increase in the implementation of the targeted instructional strategies. Campus A and

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Campus B displayed an increase in the rate of implementation of the targeted
instructional strategies from Semester 1 to Semester 2. Campus A and Campus B also
had an increase in its application of about 14% from Semester 1 to Semester 2.

Figure 12 – Teacher Evaluation Averages and Percentage of Targeted Instructional
Strategies Implementation by Semester - This figure displays teacher evaluation score
averages for Campus A and Campus B for Semester 1 and Semester 2 as well as the
overall percentage of targeted instructional strategies.

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Summary
This research study provided results for each of the four research questions
addressed and Chapter 4 discussed the results collected. The data collected and analyzed
resulted in identifying the effects of targeted professional development, and its
implementation on teacher effectiveness and student achievement. Due to a global
pandemic, the end of year teacher evaluations were conducted in a virtual atmosphere,
however, the in person evaluation protocols still followed the district and campus
requirements. In addition, the end of year district Instructional Rounds were not able to
occur, but data was able to be analyzed based on initial Instructional Rounds data and
other data points in order to achieve results.
If possible, continuing this research study would provide additional data to
support findings to better determine the effects that targeted professional development,
and its implementation have on teacher effectiveness and student achievement. Chapter 5
will discuss the results and the effects of the data collected and analyzed in drawing
conclusions, implications, and recommendations for future research.

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CHAPTER 5
CONCLUSIONS & REFLECTIVE PLANNING
This research study examined in detail the affects that effective professional
development and teacher evaluations have on student achievement at two different
elementary campuses located in a West Texas charter school district. Chapter 5 begins
with an overview of the problem, research questions, and the purpose for the research
study. Sections within this chapter include a review of the methodology and a summary
of the major findings. The final sections of the chapter will provide findings related to the
literature from Chapter 2, fiscal implications, recommendations for future and concluding
remarks.
Overview
Professional development provides advanced learning opportunities to develop
more effective teachers and insure growth in student learning and achievement.
Inconsistencies in the development and implementation of professional development
often hinders teacher growth in the classroom, essentially leading to a lack of student
achievement on state or local assessments. The problem addressed in this study was
whether teacher and student performance data was effected by the implementation of
professional development based on an targeted problem of practice.
Research Questions
The research questions for this research study were:

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1. What effect does the implementation of targeted professional development,
based on Instructional Rounds Problems of Practice, have on teacher evaluation
scores?
2. What effect does the implementation of targeted professional development
planning, based on Instructional Rounds Problems of Practice, have on student
performance on assessment results?
3. What effect does the implementation of specific instructional strategies in
Math and Reading classrooms, based on Instructional Rounds Problems of
Practice, have on teacher effectiveness?
4. What effect does the implementation of specific instructional strategies in
Math and Reading classrooms, based on Instructional Rounds Problems of
Practice, have on student performance on assessment results?
Purpose of the Study
The purpose of this research study was to look at the implementation of targeted
professional development planning and delivery based on the identified problems of
practice while focusing on specific instructional strategies. The research identifies the
correlation, if any, between the implementation of targeted professional development
planning of instructional strategies and teacher effectiveness on evaluation scores using
the district identified Instructional Rounds (IR) problem of practice developed from the
Harvard Instructional Rounds Model. Lastly, the study is also based on evaluation scores

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and student performance on norm-referenced test results from the Northwest Evaluation
Association’s Measure of Academic Progress exam (NWEA MAP).
Methodology Review
This action research study used quantitative data that was collected, analyzed, and
integrated within the research. The information collected in this study was provided by
the HPS district and central offices of the two elementary campuses. This study used
archival data from the 2018 – 2019 school year to act as a baseline for teacher evaluation
scores and the identified districtwide problem of practice. The identified district problems
of practice from the 2018 – 2019 school year were utilized as the focus data for the
beginning of the year professional development plan for teachers using the Instructional
Rounds process. Information from the 2019 – 2020 school years professional
development and student assessment data from a norm-referenced assessment was used
as well.
In order to analyze the effects of professional development on teacher evaluations
and student achievement, walk through evaluation data was collected from the focus
teacher’s classrooms on a weekly basis by the researcher to see how the implementation
of the targeted instructional strategies coincided with the district problems of practice.
This data was then triangulated with the focus teacher’s 2019 – 2020 school year
evaluation scores and the average student NWEA MAP RIT scores from the Fall and
Winter assessments.

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Summation of Major Findings
This research study provided significant results for one out of the four research
questions addressed. By using the Instructional Rounds process to develop targeted
professional development and planning, this research identified interesting relationships
between teacher evaluations and the application of targeted instructional strategies. While
all of the teachers in this study implemented the targeted instructional strategies, the
results varied between the two focus campuses. Both campuses showed increases in
average teacher evaluation scores from the baseline information to the end of the year
data.
Three out of the four research questions addressed resulted in mixed results. Each
of these three questions involved student data averages from the NWEA MAP
assessments administered in the Fall and Winter at each of the focus campuses. While
some student and teacher focus groups showed increases in assessment data, other groups
did not. Due to this assessment data, no significant results were found.
Findings Related to the Literature
This study strengthens the understanding between the implementation of targeted
professional development and its connection to teacher effectiveness and student
achievement. Previous research examined the relationships between the implementation
of effective professional development, the impact of professional development on teacher
effectiveness, and teacher performance and student achievement through student
assessments. While these studies had mixed results, the consistency in the findings

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showed that there were positive and negative relationships between the identified topics
researched. Another finding from the literature reviewed in this project was a lack of
triangulation in regards to all research investigated within this study. This study was
conducted to address the gap in the literature by linking previously published scholarly
data and focusing on the effects of targeted professional development on teacher
effectiveness and student achievement.
Compared to previous research in this area of education, this study’s research data
focused on the impacts of targeted professional development on teacher effectiveness and
student achievement at two elementary campuses in El Paso and West Texas.
Specifically, this study examined the affects that targeted professional development based
on the identified district problems of practice has on teacher evaluation scores.
The study also looked at the outcomes of student data from the NWEA MAP
assessment based on the implementation of the targeted strategies taught during the
district’s professional development days. In addition, this research triangulated targeted
instructional strategies, teacher evaluation scores, and NWEA MAP assessment scores to
determine overall teacher effectiveness. Lastly, the research study investigated the
implementation of targeted instructional strategies and student success rates on NWEA
MAP assessments. This research study was conducted during the 2019 – 2020 school
year and included two campuses within a West Texas charter school district, grades 3 – 5,
focusing on 17 teachers and the average assessment data from a total of 612 students. The

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results of this study, in relation to the literature from Chapter 2, were presented by
addressing each of the research questions.
Question 1: What effect does the implementation of targeted professional
development, based on Instructional Rounds Problems of Practice, have on teacher
evaluation scores?
In Chapter 2, the review of literature presented mixed results between the affects
that professional development and the implementation of the learned strategies had on
teacher evaluation scores. Studies that showed negative results discussed the professional
development trainings in isolation to the teachers, meaning a one and done approach
(Howard, 2009). In addition, when teachers did not receive follow-up support in regard to
the professional development and the strategies learned, they often became frustrated and
did not continue to implement the learned practices (Howard, 2009, Mitzell, 2010).
Research conducted by Shaha, Glassett, & Copas (2015) indicates that teachers who
consistently and continuously participated in professional development opportunities had
greater gains in teacher evaluation scores. Positive research findings in studies suggest
that professional development leads to professional learning and growth (DarlingHammond, Hyler, & Gardner, 2017). Lemov’s (2015) asserts that teachers are forever
learning new knowledge, skills, and techniques to reach mastery and grow their students
to success.
The data included in this research study concerning the implementation of
targeted professional development and the effects on teacher evaluation scores revealed

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positive results in contrast to several of the research studies used in this project.. While
instructional strategies implementation percentages varied between campuses and
teachers, teacher evaluation score averages did increase from the baseline averages to the
end of the year averages. While limitations need to be factored into these findings, there
was a positive increase in teacher evaluation averages with some percentage of
implementation of the instructional strategies by all focus teachers in this research study.
Several data points were discussed in order to present the overall findings in
regard to the effects of targeted professional development on teacher evaluation scores.
Figure 1 from Chapter 3 showed a varying degree of instructional strategy
implementation from each of the two focus campuses from the beginning to the end of
this study. However, it was visible that Campus A implemented the instructional
strategies to a higher degree than that of Campus B’s implementation during this
research. When a comparison chart was presented, as referenced in Figure 2, with the
addition of the overall averages in teacher evaluation scores from the focused evaluation
components, 1C and 3C, Campus A increased in the overall average from a baseline of
2.95 to 3.063. Campus B also showed an increase in the overall average teacher
evaluation scores from the baseline score of 2.85 to 2.938.
Both Campus A and Campus B showed positive increases in teacher evaluation
scores with the implementation of the instructional strategies learned from the targeted
professional development. Campus A implemented targeted instructional strategies with
higher percentages as seen in Figure 1, than Campus B. This resulted in Campus A

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having a positive increase in the overall average of teacher evaluation scores from the
baseline average to the end of the year average of 0.113. However, Campus B still
showed a positive increase in the overall average of teacher evaluation scores from the
baseline average to the end of the year average of 0.088. These averages reinforce the
findings from the previously mentioned research studies which argue that consistently
participating in professional developments and adhering to the fidelity of the learned
strategies leads to increase teacher evaluation scores (Shaha, Glassett, & Copas, 2015,
Darling-Hammond, Hyler, & Gardner, 2017).
Question 2: What effect does the implementation of targeted professional
development planning, based on Instructional Rounds Problems of Practice, have
on student performance on assessment results?
In order to investigate the correlation between targeted professional development
planning and student assessment performance, Instructional Rounds data was collected to
determine instructional areas of weaknesses. The information was then utilized to create
professional development trainings and used for teacher planning in their professional
learning communities. Student NWEA MAP assessment score averages, specifically RIT
scores and growth percentage averages were used in conjunction with the Instructional
Rounds and used to determine a correlation. The data from the Instructional Rounds
process from September 2019 and January 2020 showed improvements in the areas of
weakness. While the data from the Instructional Rounds process from the beginning of
the 2019 - 2020 to January 2020 did show increases in the identified areas in need of

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improvement, the information provided varying Instructional Round data and student
NWEA MAP assessment results. While some student groups displayed increases from
the Fall to Winter administrations of the assessment, other student groups displayed
decreases.
As previously answered in Research Question 1, consistently providing teachers
with professional development training and allowing them to continuously practice
learned strategies leads to improvement in teacher growth and classroom effectiveness
(Shaha, Glassett, & Copas, 2015). The research conducted by Shaha, Glassett, and Copas
(2015) concluded that this leads to student success in assessment scores. Chapter 2
findings concluded that teacher planning and preparation was not only a key component
in teacher effectiveness, but it also increased student achievement (Danielson, 2019,
Marzano, 2007). In addition, planning and preparing to fill individual student learning
gaps aides the teacher in building on the knowledge necessary for the students to reach
the mastery level of concepts being taught (Bjorklund-Young & Bokoski, 2016).
The literature in Chapter 2 also presented findings in regard to the Instructional
Rounds process and the positive results for continuous improvement for the classroom
teacher and entire schools and districts (Meyer-Looze, 2015). These conclusions were
built on the idea that the Instructional Rounds process focused more on shared learning as
opposed to individual learning in order to strengthen educators’ content and pedagogy
skills and can assist in developing a culture of collaboration (Marzano, 2011, City,
Elmore, Fiarman, and Tietel, 2016). The research conducted on the Instructional Rounds

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process suggested that this practice should not be recommended without continuous
professional development trainings, effective dialogue on best practices, and professional
learning communities (Meyer-Looze, 2015).
Building on previous scholarship, the implementation of norm-referenced
assessments, such as the NWEA MAP, utilizing data from instructional rounds,
implementing professional learning communities to discuss data, and faithfulness to these
practices will lead to improved student achievement by filling learning gaps (NWEA,
April 2019). While the research on the implementation presented mixed results, the
commonality for the positive results utilized all previously mentioned components;
Instructional Rounds, Professional Learning Communities, and fidelity to these practices.
In addition, the case studies conducted on the NWEA MAP assessment concluded that
when educators see the benefits of Instructional Rounds process or the use of NWEA
MAP, they want to learn more and ask for professional development opportunities to
advance their own learning (Darling-Hammond, Hyler, and Gardner, 2017).
Instructional Rounds data and NWEA MAP data were used to review the relationship
between targeted professional development planning and student performance. Since the
areas of weakness were previously identified as the district problems of practice, these
areas were analyzed within the Instructional Rounds data. The identified district problems
of practice were:
● Domain 1: Planning and Preparation
-Component 1c: Setting Instructional Outcomes

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● Domain 3: Instruction
-Component 3c: Engaging Students in Learning (Danielson, 2013)
The Instructional Rounds data presented in Chapter 4 included combined data
from September 2019 and January 2020 for both Campus A and Campus B, as displayed
in Table 8 and Table 9. When analyzing this data in terms of the district problems of
practice, the levels of questions asked had a low percentage of higher-level questions.
21%, were asked during the September 2019 Instructional Rounds process and lowerlevel questions asked during the September 2019 rounds were at 58%. After the
implementation of the targeted professional development, which applied targeted
instructional strategies with a focus on the district problems of practice, as well as teacher
planning and preparation during professional learning communities, the level of lowerlevel questions decreased to 17%, a drop of 41%. Mid-level to high-level questions
asked increased from 21% to 83%, an increase of 62%. Student engagement increased
overall from 38% during September 2019 to 68% during the January 2020 rounds, an
increase of 30%. Students at the ritual compliant engagement level decreased from 58%
to 26% respectively, a decrease of 32%, while the percentage of student at higher levels
of engagement increased from 46% to 79% from September 2019 to January 2020, an
increase of 33%.
The NWEA MAP data presented in Chapter 4 showed the implementation of the
assessment and data collected from the Fall and the Winter 2019 – 2020 school year. The
NWEA MAP data included grades 3 – 5 Reading and Math assessment data as displayed

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in Chapter 4 in Tables 11 through 18 and Figures 3 through 10. The date shows that the
district as a whole positively increased with varying results in certain campuses. Some
students groups showed larger gains in Norm Mean RIT averages and changes in overall
Norm Mean RIT scores from Fall to Winter, while other groups of students showed small
gains in Norm Mean RIT averages and changes in overall Norm Mean RIT scores from
Fall to Winter.
The 3rd – 5th grade Reading and Math focus groups has varying results in overall
averages. The WT District displayed a 1% increase in the percentage of students above
the Norm RIT from Fall to Winter in both Reading and Math. During the Fall semester
administration of the NWEA MAP assessment, 59% of district students scored above the
Norm RIT in both Reading and Math. In the Winter semester, 60% of the students scored
above the Norm RIT for both Reading and Math during administration of the NWEA
MAP
Question 3: What effect does the implementation of specific instructional strategies
in Math and Reading classrooms, based on Instructional Rounds Problems of
Practice, have on teacher effectiveness?
In order to examine the relationship between the implementation of specific
instructional strategies and teacher effectiveness, several data points needed to be used
and triangulated. As detailed in Question 1, the implementation of the instructional
strategies varied between campuses and teachers, however, teacher evaluation score
averages did increase from the baseline averages to the end of the year averages. As

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mentioned, while limitations need to be factored into these findings, there was a positive
increase in teacher evaluations with some percentage of implementation of the
instructional strategies by all focus teachers. To further the idea of teacher effectiveness,
this research study included the teacher contributions the focus student groups
achievement (Allen, et.al., 2007). Therefore, focus teacher data from the NWEA MAP
assessment was included. Question 2 thoroughly discussed the NWEA MAP results in
regard to student focus group averages. This research question was designed to provide
conclusive date to the overall student growth in NWEA MAP RIT percentages from the
Fall to Winter administration for both Reading and Math. The NWEA MAP data
presented showed varying results in regards to contributions made by teachers for student
achievement because some educators displayed positive growth and negative growth in
student achievement.
Table 14 and Figure 6 from Chapter 4 displayed the same data points based upon
the WT District and 3rd through 5th grade Fall to Winter percentages of students who were
above the National Mean RIT in accordance to the NWEA MAP Reading assessment
data. Based on the data tables, 50% from Campus A showed a positive change in percent
of students who were above the National Norm RIT from Fall to Winter and 50% of
teachers at Campus A showed a negative change in the percent of students who were
above the National Norm RIT from Fall to Winter. The data for Campus B displays that
60% of teachers showed a positive change in the percent of students who were above the
National RIT from Fall to Winter. Further one of the five teachers had no percentage
increase or decrease and remained the same in the percent of students who were above

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the National Norm RIT. The data also showed that one of the five teachers from Campus
B showed a negative change in the percent of students who were above the National
Norm RIT from Fall to Winter. Overall, the WT District showed an increase of 1% of
students were above the National Norm RIT from Fall to Winter. Approximately 66.7%
of the study’s focus teachers were above the overall average percent of increase for the
WT District, in regards to the changes in student growth.
Table 18 and Figure 10 from Chapter 4 displayed the same data points based upon
the WT District and 3rd through 5th grade Fall to Winter percentages of students above the
National Mean RIT according to the NWEA MAP Math assessment data. This data
displayed that 50% of teachers within the focus group showed negative changes in
student growth in NWEA MAP RIT scores from Fall to Winter. 40% of teachers from
Campus A showed an adverse shift in student growth from Fall to Winter, while
approximately 66.7% of teachers from Campus B showed a negative change in student
growth from Fall to Winter. The WT District displayed an overall change of 1% in
student growth from Fall to Winter. Approximately 50% of the focus teachers in this
research study were above the overall average percent of increase for the WT District,
regarding the changes in student growth.
Question 4: What effect does the implementation of specific instructional strategies
in Math and Reading classrooms, based on Instructional Rounds Problems of
Practice, have on student performance on assessment results?

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This research study utilized the data from the instructional strategies implemented
at each of the two focus campuses and student averages from the NWEA MAP
assessments to investigate the relationship between targeted professional development
and its effects on student assessment performance. As previously stated in Questions 1
and 3, varying results occurred in regard to the NWEA MAP assessment data when
investigating student averages regarding growth. Execution of the instructional strategies
varied between campuses and teachers, as displayed in Chapter 4, Figure 1. Limitations
need to be factored into these findings, concerning classroom environment, testing
environment, and commitment to the implementation of instructional strategies. Several
student groups did show growth in NWEA MAP Norm RIT data, as well as overall
growth in the percent of students identified above the Norm RIT; however, several
student groups displayed little to no increase in these areas.
Fiscal Implications
The overall total budget for this research study was $79,964.57. All of the costs
for this research study were indirect costs. All of the costs were necessary, but standard
based upon previous years. However, the implementation of strategic instructional
strategies and the collection of data collection were included in order to gauge
effectiveness of current professional development.
Recommendations for Future Plans
This study was conducted to determine that planning targeted teacher professional
developments based on the identified district problems of practice would lead to more

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effective classroom educators and teacher evaluation scores. By having effective teachers
in classrooms implementing specific instructional strategies that tie into the identified
problem of practice for the district, the study hoped to conclude that students show
growth on NWEA MAP data.
Several areas should be considered for further research within this study to
develop a better understanding of effective professional development planning and its
impact on teacher evaluations and student growth. The main areas for further
investigation include identifying other schools who have implemented the NWEA MAP
assessment to expand the size of the focus groups and increase the confidence in the
results. Additional research should expand the analysis of the NWEA MAP assessment
scores and teacher evaluation scores to include individualized teacher evaluation scores
and student NWEA MAP RIT scores to identify more individualized increase or
decreases. Further, testing environments were not investigated or discussed within this
research study, however, this researcher would recommend implementing this aspect into
future research to adhere to the fidelity of the NWEA MAP assessment administration.
This would also require the research to continue over a longer period.
The two campuses involved in this research were provided with the targeted
professional development and targeted instructional strategies training. While each of the
focus group teachers did implement the instructional strategies within the classroom to
some degree, it was not a requirement of the individual school to enforce the
implementation. Additionally, due to the global pandemic of 2020, this researcher was

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not able to identify new areas of weaknesses or growth from the end of year district
instructional rounds. While instructional rounds were conducted by the campuses and the
district monthly throughout this study, the concluding data used to determine areas of
growth and areas in need of improvement was concluded in January 2020. For future
studies, due to these addressed factors, this researcher would recommend only including
campuses that utilize the taught instructional strategies as a common practice. This will
help to provide more reliable implementation data. In addition, end of year instructional
rounds data would be included in future research in order to determine overall yearly
areas of growth and new areas that require improvement.
Concluding Remarks
This research was designed to explore the effects of targeted professional
development, based on the Instructional Rounds problems of practice, on teacher
evaluation scores, student assessment results, and teacher effectiveness. In some cases,
these research results identify teacher effectiveness in regard to student assessments and
evaluation scores. The strongest and most consistent findings indicate increased teacher
evaluation scores based on the implementation of the targeted instructional strategies
taught during the targeted professional development days. These results reinforce
previous scholars that state that teachers who participate in on-going professional
development and implemented it training in their classrooms to fidelity showed improved
evaluation scores.

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Further areas of examination addressed in this research study are recommended
by this researcher, not only due to the necessity of gathering additional data to strengthen
the overall results, but also due to the global pandemic of 2020; COVID- 19. With the
closing of educational institutions across Texas and the world, districts were forced to
change practices from face-to-face instruction in school buildings to virtual learning. The
virtual learning atmospheres were new to many districts in Texas, therefore, the learning
experience differed from virtual classroom to virtual classroom. Teacher evaluations
were conducted differently as well, also virtually. Exploring further components within
this research during a regular school year with consistent face-to-face classroom
instruction could result in additional data that supports or solidifies the mixed and
positive findings from this study.

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Appendix
Appendix A

DATE

Observable Instructional Strategies Observed
YES (observed)
No (not observed)

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Appendix B

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Appendix C

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Appendix D
Teacher Evaluation Averages
Row Labels

Campus A
Averages
Teacher 1A
Teacher 2A
Teacher 3A
Teacher 4A
Teacher 5A
Teacher 6A
Teacher 7A
Teacher 8A
Teacher 9A
Campus B
Averages
Teacher 1B
Teacher 2B
Teacher 3B
Teacher 4B
Teacher 5B
Teacher 6B
Teacher 7B
Teacher 8B
Overall Averages

Level of
Performance
from Rubric

Average of Score from
identified
components/domains

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Appendix E
Student NWEA MAP RIT Averages

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Appendix F

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