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ACT 48
APPROVED PROVIDER
GUIDELINES
September 2013
COMMONWEALTH OF PENNSYLVANIA
DEPARTMENT OF EDUCATION
333 Market Street
Harrisburg, PA 17126-0333
www.education.state.pa.us
Commonwealth of Pennsylvania
Tom Corbett, Governor
Department of Education
Carolyn C. Dumaresq, Ed.D., Acting Secretary
Office of Elementary and Secondary Education
Rita D. Perez, Acting Deputy Secretary
Bureau of Teaching and Learning Support
Rita D. Perez, Director
Division of Planning
Robert F. Staver, Chief
The Pennsylvania Department of Education (PDE) does not discriminate in its educational programs, activities, or
employment practices, based on race, color, national origin, sex, sexual orientation, disability, age, religion,
ancestry, union membership, or any other legally protected category. Announcement of this policy is in accordance
with State Law including the Pennsylvania Human Relations Act and with Federal law, including Title VI and Title
VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the
Rehabilitation Act of 1973, the Age Discrimination in Employment Act of 1967, and the Americans with
Disabilities Act of 1990.
The following persons have been designated to handle inquiries regarding the Pennsylvania Department of
Education’s nondiscrimination policies:
For Inquiries Concerning Nondiscrimination in Employment:
Pennsylvania Department of Education
Equal Employment Opportunity Representative
Bureau of Human Resources
333 Market Street, 11th Floor
Harrisburg, PA 17126-0333
Voice Telephone: (717) 787-4417
Fax: (717) 783-9348
Text Telephone TTY: (717) 783-8445
For Inquiries Concerning Nondiscrimination in All Other Pennsylvania Department of Education Programs
and Activities:
Pennsylvania Department of Education
School Services Unit Director
333 Market Street, 5th Floor
Harrisburg, PA 17126-0333
Voice Telephone: (717) 783-3750
Fax: (717) 783-6802
Text Telephone TTY: (717) 783-8445
If you have any questions about this publication or for additional copies, contact:
Pennsylvania Department of Education Voice: (717) 783-3750
Bureau of Teaching and Learning Fax: (717) 783-6802
333 Market Street, 5th Floor TTY: (717) 783-8445
Harrisburg, PA 17126-0333 www.education.state.pa.us
All Media Requests/Inquiries: Contact the Office of Press & Communications at (717) 783-9802
Table of Content
Introduction………………………………………………………………………...1
General Eligibility Information…………………………………………………….2
Approved Offering Information……………………………………………………4
Additional Information and Requirements…………………………………………5
Approved Provider Application Standards……..…………………………………..8
Professional Development Provider Application ………………………………….9
General Application Information …………………………………………...9
Standard 1 Clear Objectives for Increasing Student Achievement and
School Success………………………………………………..12
Standard 2 Principles of Adult Learning Theory…………………………13
Standard 3 Alignment with the Danielson Framework for Teaching…….14
Standard 4 Alignment with Current and Applicable Pennsylvania
Academic and Content Area Standards………………………16
Standard 5 Curriculum Based on Research or Best Practice and
Delivery Model Emphasizing Sustained, Job-Embedded
Professional Development……………………………………18
Standard 6 Assessment of Participant Proficiency or Mastery of
Content………………………………………………………..20
Standard 7 Assessment of Participation Satisfaction……………………..21
Standard 8 Evaluation of Offering Effectiveness through Multiple
Measures to Determine Impact on Student Learning,
Educator Effectiveness and/or School Performance………….22
Revised September 2013 1
Introduction
Ensuring that all Pennsylvania children receive the high-quality education that they deserve
requires an effective educator in every classroom, and school and district leadership that is
focused on raising achievement. Pennsylvania’s educators – from classroom teacher to district
superintendent – are the most important components of educational success.
As professionals in an ever-changing society, the state’s educators are required to continuously
upgrade their knowledge and skills, as just lawyers, doctors, accountants and other licensed
professions are expected to do. Pennsylvania’s educator professional development law, known
as Act 48 of 1999, describes the requirements that apply to certified educational professionals.
In order to further Pennsylvania’s educational goals and comply with the law, all Act 48
continuing education shall be designed to improve the effectiveness of teachers in meeting the
specific needs of the students they serve. Professional development must be based on sound
research and promising practices of educator effectiveness, consistent with 24 P.S. §11-1123,
and must be part of an approved plan for building educators’ skills over the long term.
All certified educators must complete 180 hours of professional development every five years.
The 180-hour requirement can be met with: six college credits; six credits of continuing
professional education courses; 180 hours of continuing professional education programs;
activities or learning experiences; or any combination of collegiate studies, continuing
professional education courses, or other programs, activities or learning experiences equivalent
to 180 hours. For the purposes of calculating hours and credits, one semester credit of collegiate
study or continuing professional education course is equivalent to 30 hours of professional
development or one quarter semester credit of collegiate study is equivalent to 20 hours of
professional development.
These guidelines are intended to guide independent providers of noncredit professional education
courses, programs and activities through the process necessary to obtain approval from the
Pennsylvania Department of Education (PDE), as required by the Pennsylvania School Code (24
P.S. §12-1205.2(d)). Prospective providers must make a total representation of content in their
application as part of the approval process. Approvals are granted for a period of three years.
Revised September 2013 2
General Eligibility Information
Eligible Prospective Providers
All entities/individuals that intend to serve as Act 48 professional development providers must
seek approval through the application process contained in these guidelines. Eligible providers
include:
Institutions of higher education for their noncredit continuing education offerings;
Professional associations;
Non-governmental organizations;
Nonprofit organizations;
Corporations, partnerships and limited liability companies; and
Sole proprietors (individuals).
Eligible Provider Verification Process
Apply using the exact proper name of the institution, company or organization that matches the
identity of the organization or firm as it is identified in its articles of incorporation.
1
PDE must be able to verify the identity of the applicant in the Pennsylvania Department
of State's online searchable corporation database.
If the applicant is a foreign corporation (i.e., out of state), indicate the name and web
address (URL) of the state agency that regulates incorporated entities in that state so that
PDE can verify the applicant’s identity and incorporated status. If the applicant is a
foreign corporation, and employees would be entering Pennsylvania to promote its
programs or to offer training, the organization may not do business in Pennsylvania
without receiving a Certificate of Authority from the Secretary of the Commonwealth.
To receive a Certificate of Authority, a foreign corporation must file form DSCB:15-
4124/6124, which can be obtained from the Corporation Bureau, Department of State,
North Office Building, Room 308, Harrisburg, PA 17120 – phone (717) 783-9210. Form
DSCB:15-4124/6124
If all of the training to be provided by the applicant will be provided online, a Certificate
of Authority is not necessary. Once the Certificate of Authority has been obtained, or
once it has been determined that one is not necessary, PDE will be able to begin
consideration of the application.
Higher Education Institutions Applying for Approval of Noncredit Continuing Education
Programs
PDE no longer grants multiple noncredit approvals of entities offering noncredit continuing
education within colleges or universities. All noncredit continuing education offerings at
individual campuses must be consolidated or bundled within a single application under a Single
1
For those colleges or universities granted a charter by the General Assembly of Pennsylvania, use the proper name
of the institution as identified in its charter.
Revised September 2013 3
Point of Contact. The institution bears overall responsibility for assuring that all of its Act 48
professional development noncredit offerings in different component colleges, departments or
centers of study are rigorous, current, and aligned with the Danielson Framework for Teaching,
consistent with Act 82 of 2012 (24 P.S. §11-1123). In each subsequent approval cycle, the
Single Point of Contact is responsible for submitting a single consolidated application proposing
renewal of any offerings previously approved that the institution desires to continue offering,
along with any new proposed offerings. The designated Single Point of Contact is responsible
for coordinating the uploading of participant Act 48 professional development hours directly into
PDE’s Professional Education Record Management System (PERMS) for all component
colleges, departments or centers of study within the college or university.
This responsibility is typically housed in one of three places under the institution's umbrella:
College of education or academic department of education responsible for teacher
preparation;
Office of continuing education or the office charged with overall responsibility for the
institution’s noncredit continuing education programs; or
Registrar's office, especially if the institution offers any form of transcript for noncredit
continuing education activities.
The Single Point of Contact must be designated on the application, along with his/her contact
information. PDE requires that the institution's president concur with the Single Point of Contact
designation.
Revised September 2013 4
Approved Offering Information
Types of Offerings
The continuing professional development education program in Pennsylvania is a competency-
based program whereby professional educators may earn credits to maintain active certification.
The three typical offerings include a course, program and/or activity which are defined as
follows:
A course is series of lessons offered for credit or non-credit by a college/university or
intermediate unit where each one semester credit is equivalent to 15 contact (direct
instructor led) hours of study (i.e. in-class, online and blended learning) and 30 hours of
related assignments (i.e. supplemental readings, culminating project) resulting in an
evaluated final product. If the course exceeds 45 hours in value, the 15/30 relationship
must be maintained in the overall course design. A collegiate one quarter credit must
maintain at least a 10/20 relationship.
A program is a series of related continuing professional education activities with a
common theme that are offered for the specific number of hours, but must be at least
three hours per activity with a minimum of five component activities, resulting in a
minimum of 15 professional development hours.
Activities are the components of programs such as training sessions, specific and relevant
conference sessions, walk-throughs, and the alignment of curriculum and standards. An
activity must be a minimum of three hours.
Participants can only receive credit for the actual time involved in the offering. No credit can be
given when direct instruction is not taking place (i.e., breaks, lunch, dinner, etc.).
Relationship of Offerings to the Educator’s Area of Certification
Act 48 (24 P.S. §12-1205.2(c)) requires that continuing professional education programs,
activities or learning experiences be ―related to an area of the professional educator’s assignment
or certification.‖ Therefore, applicants must designate which teaching certifications would be
supported by the proposed offerings. PDE provides a listing of the various certifications on its
website.
Revised September 2013 5
Additional Information and Requirements
Act 48 hours for collegiate faculty involvement in school improvement.
Accredited Pennsylvania institutions of higher education with PDE-approved teacher preparation
programs have the option of electing to upload Act 48 professional development hours for
members of their teacher preparation faculty to enable them to maintain active certification in
conjunction with, or as a condition of, their academic teaching assignments. If the institution
desires to pursue this option in its Act 48 Approved Provider Application, the dean or department
head must submit to PDE, on letterhead, a list of faculty member participants (full name,
professional personnel identification number and the academic department in which each is
employed), along with a description of public school improvement activities in which individual
faculty members are or will be participating, and identify the school district(s) involved.
Act 48 professional development hours can be granted for:
Active involvement in working with public schools to improve student achievement
Alignment of curricula with the Pennsylvania Academic Standards
Alignment of instruction with the Danielson Framework for Teaching, providing
professional development or induction activities for certified educators
Improving the scope and quality of formative assessment
Use of interventions and safety nets for struggling students or similar activities.
Act 48 professional development hours cannot be granted for:
Paid consulting or activities for which faculty are otherwise compensated in the course of
their normal academic assignments, unless such activities are considered in-service
training
Supervising student teachers or pre-teachers
Is PDE’s approval always required?
Local education agencies (LEA) (i.e., school districts, charter schools, intermediate units and
area vocational technical schools) often engage the services of external consultants and
organizations to provide professional development activities. Similarly, LEAs frequently send
educators to outside training activities and recognize those activities for Act 48 professional
development hours if they are consistent with the goals and objectives of their own professional
education programs. An educator participating in noncredit continuing education offerings given
by a provider that has not been approved by PDE can receive Act 48 professional development
hours through his/her employing LEA only if the LEA agrees to upload the hours on the
rationale that the offering is consistent with the LEA’s professional education plan as it extends
to the educator. However, many LEAs will only upload Act 48 professional development hours
for their own professional development in-service programs, and PDE does not dissuade LEAs
from taking a rigorous approach to managing and controlling their own professional
development programs and in-service offerings.
Revised September 2013 6
Instructor Credentials
All approved providers have the authority to employ educators, consultants, agencies, trainers or
others qualified to provide continuing professional education activities for educators in local
school entities or other settings. Approved providers, as part of their approved provider
application, must include a representation of their instructors’ credentials and professional
experience.
How is Act 48 of 1999 related to Act 45 of 2007?
Act 48 of 1999 established the requirement that all certificate holders must earn 180 hours of
professional development every five years from an Act 48 Approved Provider. Act 45 of 2007
(24 P.S. §12-1205.5) defines requirements for continuing professional education taken by
Pennsylvania school or system leaders in specific covered positions (i.e., principals, assistant
principals, superintendents, assistant superintendents, intermediate unit executive directors,
assistant intermediate unit executive directors, or directors of area vocational-technical schools).
To provide professional development activities that are creditable to school and system leaders
under Act 45, an organization must first obtain Act 45 Pennsylvania Inspired Leaders
approval. This separate application and approval process, distinct from the Act 48 approval
process, is explained in the PA Inspired Leadership Legislation FAQs.
Application Review and Approval Process
Incoming applications are reviewed by PDE. Applicants may receive a critique from PDE via
email explaining revisions that are necessary to make the application approvable. Once PDE
responds, the applicant has 30 days in which to make the necessary revisions and submit them to
PDE. If subsequent revisions are necessary, the applicant must submit them within 30 days of
receiving PDE’s response to the last submission. If a response is not received within 30 days,
the application is closed out and the provider must initiate the application process over again
from the starting point of initial submission. Once an application is deemed approvable,
approval will be granted for a three-year period, although PDE reserves the right to revoke a
provider’s approval if the provider fails to comply with the requirements contained in these
guidelines. If a renewal application is submitted at least one month prior to the applicant’s
expiration date, PDE may grant additional time beyond the expiration date in order to issue a
critique and allow the applicant to submit necessary revisions to facilitate approval.
Completed applications should be mailed to:
Pennsylvania Department of Education
Division of Planning
333 Market Street, 3
rd
Floor
Harrisburg, PA 17126-0333
Revised September 2013 7
Applications will not be accepted by email or fax. Each application received is date-stamped,
cataloged, and placed in a review queue, after which it is assigned to a staff reviewer.
Provider requirements once approved
Providers must upload continuing professional education hours/credits into PDE’s
PERMS system within 30 days of an educator’s completion of a course, program or
activity.
Providers must maintain completion records for each course, program or activity for a
period of seven years. Records should consist of, at minimum, the course, program and
activity description, participant rosters with individual professional personal
identification number and evaluations.
Providers must provide individual participants with a record of the course, program, and
activity completed and the number of Act 48 professional development hours earned.
Providers must conduct an internal quality review to ensure that courses, programs and
activities are updated based on participant feedback and advances in professional
knowledge.
Revised September 2013 8
Approved Provider Application Standards
In order to receive approval as an Act 48 professional development provider, applicants must
satisfactorily provide general information and complete the application standards.
General Application Information: Includes contact information; applicant type; list of all
courses, programs and/or activities; eligible participants by
area of certification; and estimated number of participants
per year.
Standard 1: Professional development activities have clear objectives for increasing student
achievement and school success.
Standard 2: Professional development activities are based on principles of adult learning
theory to engage educators in professional growth.
Standard 3: Professional development activities are aligned to at least one component of one
domain within the Danielson Framework for Teaching.
Standard 4: Professional development activities are aligned with the current and applicable
Pennsylvania Core Standards or Pennsylvania Academic Standards.
Standard 5: Professional development activities utilize a curriculum that is based on research
or best practice and a delivery model that emphasizes sustained, job-embedded
professional development.
Standard 6: The provider assesses participant proficiency through an end-of-course
assessment.
Standard 7: The provider assesses participant satisfaction and impact on professional practice
through surveys of all enrollees that are used by the provider for continuous
improvement.
Standard 8: Effectiveness of the offerings is evaluated through multiple measures of student
achievement within the context of educator effectiveness to determine impact
on student learning, educator effectiveness and/or school performance.
Revised September 2013 9
Professional Development Provider Application
General Application Information:
Provide the proper name of the applicant, its address and contact information, including the name
of the contact person, email address and telephone number.
Indicate the type of applicant:
Professional association
Institution of higher education
Nonprofit organization
Individual proprietor
Corporation, partnership or limited liability company
Provide the name of each Act 48 professional development offering (i.e., course, program or
activity) in the box below as part of the total representation of content, and indicate the number
of Act 48 professional development hours each is worth. The Act 48 professional development
hour value for each offering should not include time provided for breaks or lunch, or if early
dismissal takes place from a scheduled activity. (See also Standard 1 below, which calls for
syllabus, outline, objectives and instructor credentials for each proposed offering).
A course is series of lessons offered for credit by a college/university or intermediate unit
where each one semester credit is equivalent to 15 contact (direct instructor led) hours of
study (i.e., in-class, online and blended learning) and 30 hours of related assignments
(i.e., supplemental readings, culminating project) resulting in an evaluated final product.
If the course exceeds 45 hours in value, the 15/30 relationship must be maintained in the
overall course design. A collegiate one quarter credit must maintain at least a 10/20
relationship.
Revised September 2013 10
A program is a series of related continuing professional education activities with a
common theme that are offered for the specific number of hours, but should be at least
three hours per activity with a minimum of five component activities, resulting in a
minimum of 15 Act 48 professional development hours.
Activities are the components of programs such as training sessions, specific and relevant
conference sessions, walk-throughs, and the alignment of curriculum and standards. An
activity should be a minimum of three Act 48 professional development hours.
List the individual proposed offerings, the number of Act 48 professional development hours
each offering is worth, and the estimated number of participants per year in each offering.
Revised September 2013 11
Act 48 (24 PS 12-1205.2(c)) requires that continuing professional education programs, activities
or learning experiences be ―related to an area of the professional educator’s assignment or
certification.‖ Therefore, applicants must designate which teaching certifications would be
supported by the proposed offerings. PDE provides a listing of the various certifications.
List all certifications to be supported by the proposed Act 48 professional development
offering(s). If the certifications to be supported are different for various offerings, then itemize
the certifications to be supported by individual offerings.
Revised September 2013 12
Standard 1: Professional development activities have clear objectives for increasing student
achievement and school success.
The application must make a complete representation of the content of all offerings/activities for
which Act 48 professional development hours would be granted. A thorough description of the
content of each of the proposed offerings must be included, along with syllabi and/or content
outlines of the various offerings proposed. In addition to the representation of content, the
application must include behaviorally stated, measurable learning objectives for each activity or
program, or basic grouping of programs/activities. Vaguely written learning objectives or
instructional competencies are not acceptable. A good example of the method and format for
writing behaviorally stated, measurable learning objectives is contained in a slide show based on
the work of Robert Mager: (Writing Learning Objectives: Beginning With The End In
Mind). Please consult this reference, or other credible reference source(s) for writing clear and
concise instructional objectives, so that the application contains a complete set of learning
objectives for each of the proposed offerings. The application must also include a detailed
representation of the credentials of the various trainers, presenters, or faculty members by
their areas of expertise as a way of demonstrating their qualifications to deliver the proposed
offerings.
Revised September 2013 13
Standard 2: Professional development activities are based on principles of adult learning
theory to engage educators in professional growth.
The application must cite research-proven principles of adult learning theory as a basis for
instructional design and delivery of the proposed offerings. The application should include
amplifying information about how these principles were applied in the design and delivery of the
proposed offerings. Examples include knowledge acquired through life experience, goal and
relevancy orientation, self-direction, motivational factors, and practical application of content.
Explanatory references include:
Principles of Adult Learning & Instructional Systems Design
Principles of Adult Learning Theory
The Eight Principles of Adult Education
Revised September 2013 14
Standard 3: Professional development activities are aligned to at least one component of one
domain within the Danielson Framework for Teaching.
Under Pennsylvania’s teacher evaluation system, in accordance with Act 82 of 2012 (24 P.S.
§11-1123), 50 percent of an educator’s evaluation is comprised of multiple measures of student
achievement. The Danielson Framework for Teaching, which is the observation/evidence
instrument for Pennsylvania’s new teacher evaluation system, is comprised of four domains,
each with its own set of essential professional practice components, and is described in detail at
http://pdesas.org/instruction/frameworks. All Act 48 professional development offerings must
be aligned to at least one component of one of the four professional practice domains within the
Danielson Framework for Teaching. Below is a listing of the four domains and their
components. Check the applicable components under each domain that each of the proposed
offerings are aligned with, then for each offering, provide an amplifying explanation of how the
offering promotes or increases the educator’s understanding of the professional practice
component.
Domain 1: Planning and Preparation
1a Demonstrating Knowledge of Content and Pedagogy
1b Demonstrating Knowledge of Students
1c Setting Instructional Outcomes
1d Demonstrating Knowledge of Resources
1e Designing Coherent Instruction
1f Designing Student Assessments
Domain 2: Classroom Environment
2a Creating an Environment of Respect and Rapport
2b Establishing a Culture for Learning
2c Managing Classroom Procedures
2d Managing Student Behavior
2e Organizing Physical Space
Domain 3: Instruction
3a Communicating With Students
3b Using Questioning and Discussion Techniques
3c Engaging Students in Learning
3d Using Assessment in Instruction
3e Demonstrating Flexibility and Responsiveness
Domain 4: Professional Responsibilities
4a Reflecting on Teaching
4b Maintaining Accurate Records
4c Communicating with Families
4d Participating in a Professional Community
4e Growing and Developing Professionally
4f Showing Professionalism
Revised September 2013 15
Describe how the offerings meet a selected component or components of least one of the four
Danielson Framework for Teaching domain(s) indicated. Any component checked under one of
the four domains must be supported in the applicant’s representation of content and each should
be supported by an amplifying explanation.
Revised September 2013 16
Standard 4: Professional development activities are aligned with the current and applicable
Pennsylvania Core Standards or Pennsylvania Academic Standards.
The application must indicate detailed alignment of the proposed offerings to the applicable
learning standards. The Pennsylvania Academic Standards for core instruction have legal status
as appendices to 22 Pa. Code Chapter 4 (Academic Standards and Assessment), and can be
accessed on PDE’s Standards Aligned System (SAS).
If the proposed offerings cover topical content related to the core academic content areas, they
must be aligned by grade level to the standards. If the proposed offerings focus on social-
emotional wellness, they should be aligned to the Pennsylvania Interpersonal Skills standards,
also accessible via SAS.
If the proposed offerings are designed for early childhood educators, they must be aligned to the
Pennsylvania Early Learning Standards. The Early Learning Standards are meant to guide the
development of pre-kindergarten programs, and were developed by a task force consisting of
early childhood practitioners and administrators, policy analysts and researchers, and university
faculty. If the offerings target early childhood educators primarily, the application will be
referred to PDE’s Office of Child Development and Early Learning for review and approval.
If the proposed offerings aim to develop teachers' professional capabilities to use learning
technologies or software, they should be aligned to:
Partnership for 21st Century Skills Frameworks for Information, Media and Technology
Skills; or
International Society for Technology Education’s National Educational Technology
Standards for Students, Teachers, and Administrators
Professional development activities that target educators working with special needs learners or
students with Individualized Education Programs (IEPs) can reference the provisions and
requirements of 22 Pa. Code Chapter 14 (Special Education Services and Programs), the
Individuals with Disabilities Education Act, or 34 CFR Part 300. They provide educators with
information on dealing with special conditions that impact student achievement (ADHD, autism,
visual, auditory and speech limitations, disabilities that limit physical mobility, and intellectual
disabilities). Furthermore, they are the type that classroom teachers would benefit by knowing
more about in order to encourage and assist students to excel and achieve at higher levels.
Revised September 2013 17
Indicate the specific set of standards with which the professional development program or course
is aligned and explain how the content provided in the professional development course, program
or activity is aligned with the standards.
Revised September 2013 18
Standard 5: Professional development activities utilize a curriculum that is based on research
or best practice and a delivery model that emphasizes sustained, job-embedded
professional development.
The application must contain documentation, based on research studies, showing the impact of
the proposed professional development offerings on increasing student achievement, school
performance, or student engagement outcomes. A study is an evaluation that examines whether a
program, product, practice, or policy is effective, and which has been reviewed using rigorous
research standards to provide evidence of effectiveness. Acceptable forms of research are
documented studies published in nationally recognized juried journals, relating directly to
subjects covered in the academic standards. Examples are available on SAS under the
Instruction, Materials and Resources tabs, or through the What Works Clearinghouse.
The application must also identify opportunities for sustained job-embedded application of the
material learned in, or as a result of, the proposed offerings, that will be available to participants.
In other words, how will the lessons learned be applied once teachers armed with the benefit of
the training return to the classroom and apply it in ongoing educational practice?
Describe the research upon which the proposed offerings are based and include the applicable
citations.
Revised September 2013 19
Explain how participants will integrate the content of the course, program or activity into their
school-based professional practice.
Revised September 2013 20
Standard 6: The provider assesses participant proficiency through an end-of-course
assessment.
The application must explain what form of assessment (i.e., end-of-activity assessment—whether
hard copy, web-administered, correspondence mail-in, or other means of summative assessment)
will be administered to assure that participants fulfilled the learning objectives and retained
essential content. Include a copy of the assessment instrument(s) and associated rubric(s) that
will be used to assess participant mastery of the proposed offering content. Indicate the
attachment number or name given to this document and locate it at the end of the application.
Revised September 2013 21
Standard 7: The provider assesses participant satisfaction and impact on professional practice
through surveys of all enrollees that are used by the provider for continuous
improvement.
The application must explain what steps will be taken to enable participants to provide feedback
about how well the training addressed their needs, and to enable the provider to ascertain what
changes or improvements should be made to its offerings based on participant feedback. Please
indicate if the provider intends to use the PDE-provided professional education survey form
located on PDE’s website, Act 48 – Continuing Professional Education. If not, enclose a copy
of the participant feedback or survey tool. Indicate the attachment number or name given to this
document and locate it at the end of the application.
Revised September 2013 22
Standard 8: Effectiveness of the offerings is evaluated through multiple measures of student
achievement within the context of educator effectiveness to determine impact
on student learning, educator effectiveness and/or school performance.
The application must explain steps to be taken to evaluate how the proposed offerings translate
into increased student achievement or school performance on multiple measures of student
achievement, consistent with PDE’s Educator Effectiveness System in accordance with Act 82 of
2012 (24 P.S. §11-1123). In other words, when educators take the proposed offerings, what
steps will be undertaken by the applicant to research the connection between the increased
knowledge and skills acquired by the educators who took the offerings and the level of student
achievement or school performance where they teach? If efforts in this regard have not been
undertaken and evidence cannot be presented, the application must include a specific plan or
strategy, consistent with educator effectiveness, for how the applicant will acquire and analyze
data to assess the impact of its professional development offerings on student achievement
and/or school performance. Pennsylvania’s Educator Effectiveness System is described in detail
at http://pdesas.org/instruction/frameworks.
The applicant should identify the performance measures from which samples of student
achievement data will be collected to determine the effectiveness of the professional
development offerings and provide an explanation of the strategy that will be used to track the
effect of the provider’s offerings during the three year period of anticipated approval. In
subsequent applications for approval, PDE will examine evidence provided as part of the
subsequent application and renewal process.
Select all that apply:
Building-Level Data (School Performance Profile)
Academic Achievement (Grade three Reading, PSAT, SAT/ACT, Advanced
Placement Exams)
Cohort Graduation or Promotion Rate
Attendance
Advance Placement course or International Baccalaureate College Credit is offered
PSAT Plan Participation
Correlation Data Based on Teacher-Level Measures
Student PSSA Data
Student Keystone Data
Elective Data/Student Learning Objectives – student learning objectives are a process used to
document measures of educator effectiveness based on student achievement of content standards.
District Designed Measures and Examinations
Nationally Recognized Standardized Tests
Industry Certification Examinations (e.g., NOCTI, NIMS)
Student Projects Pursuant to Local Requirements
Student Portfolios Pursuant to Local Requirements
Revised September 2013 23
Provide a detailed explanation of the applicant’s data collection and evaluation strategy,
consistent with educator effectiveness.
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Completed 25 September 2020

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