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Nazareth College

Teacher Leader Quality Partnerships (TLQP) Program

Ev idence of E f fect iv enes s

Evidence is defined as objective facts or information indicating that a project’s
professional development activities are aligned with TLQP standards .
Adapted from the NY State Higher Education TLQP Program 2009-10 Reapplication

K-12 Student Related

Strongest Evidence of impact would be student-related and measurable.
[ ] Program activities contributed to Improved student test scores.
-Include copies of standardized test scores
[ ] Program activities contributed to improved academic achievement.
-Include copies of pre/post student work
-Include copies of classroom tests
-Include authentic assessment such as portfolios and project work
[ ] Program activities contributed to improved student attendance.
-Include attendance records
[ ] Program activities contributed to decrease in the need for disciplinary measures.
-Provide reports
[ ] Program activities contributed to an increase in interest.
-Provide a brief statement with specific examples that support this observation.

Teacher Related :
Evidence based on participants’ behavior would indicate that participation in TLQP Activities brought
about a growth in the teachers’ knowledge and skills.
- What additional knowledge did you gain as a result of TLQP Activities?
[ ]
[ ]
[ ]
[ ] What additional skills did you gain as a result of participating in TLQP Activities?

[ ] How did your actual classroom instruction change as a result of TLQP Project

[ ] Do you expect to implement what you have learned in your future or present classroom?

[ ] Based on what you have learned, have you shared any of this learning with your
colleagues? Informally ? In grade level meetings?

TLQP Standards ‘Y’ or ‘N’
Professional Development provided was intensive, sustained, and
on-going. Minimum of 40 hours.
-50% of total hours are spent with participants working in groups or
-75% participants report that, as a result of project activities, they
expect to implement project learnings in their classrooms
-25% of participants report that, as a result of project activities, they
expect to provide assistance and/or turnkey training to their
-Professional development is embedded in everyday school life,
providing opportunities for teacher and administrators to meet,
observe, and study with each other around student learning needs
All TLQP professional development activities provide significant
opportunities for active learning:
-coaching or mentoring in the classroom
-peer observation and feedback of participant teaching
-informal meetings with other participants to discuss classroom
-sharing/reviewing student work
-scoring/analyzing assessments
-planning, developing, and peer reviewing curricula or lesson plans
-opportunity to present, demonstrate, or lead discussions with peer
Explicit connections between professional development activities
and the New York State Learning Standards are made in content
activity offerings.
All participants receive at least 3 hours using research-based
strategies that directly address equity issues in teaching and
learning and improve teachers’ abilities to reflect on and assess
equity in their own teaching practice.
All participants have at least 3 contact hours in using
disaggregated classroom and school student achievement
data to analyze achievement discrepancies and identify teaching
and learning needs.