learning that increases educator effectiveness and results for all students occurs within learning communities committed to continuous improvement, collective responsibility and goal alignment (Learning Forward, p. 2, 2014). 1. Have learning communities been established in the school? If so, how are they separated? Content area teams, vertical alignment teams, etc.? 2. If learning communities have not been established, how will the professional development facilitator establish these learning communities for the purpose of this and future professional development? Leadership: Professional learning that increases educator effectiveness and results for all students requires skillful leaders who develop capacity, advocate, and create support systems for professional learning (Learning Forward, p. 2, 2014). 1. Who is leading this professional development? Is this leader someone the staff knows and is familiar with, or is it a newcomer? If it is a newcomer, how will the newcomer gain the trust and respect of the staff prior to having them participate in the professional learning? 2. What supports has this leader put in place for after the professional development so that the staff can follow up with questions? Resources: Professional learning that increases educator effectiveness and results for all students requires prioritizing, monitoring, and coordinating resources for educator learning (Learning Forward, p. 2, 2014). 1. What resources have been selected for this professional development? Are these resources tailored towards specific content areas? 2. If resources are not tailored towards specific content areas, what steps is the leader taking to ensure that the staff feels that this professional development is relative to their teaching practice? Data: Professional learning that increases educator effectiveness and results for all students uses a variety of sources and types of student, educator, and system data to plan, assess, and evaluate professional learning (Learning Forward, p. 2, 2014). 1. What data tells us that this professional development is necessary? 2. How will the data be presented to the staff? Learning Designs: Professional learning that increases educator effectiveness and results for all students integrates theories, 1. What learning strategy is being used by the presenter to ensure that the different needs of all research, and models of human learning to achieve its intended outcomes (Learning Forward, p. 2, 2014). participants are being met? 2. What is the intended outcome of this professional development? Implementation: Professional learning that increases educator effectiveness and results for all students applies research on change and sustains support for implementation of professional learning for long term change (Learning Forward, p. 2, 2014). 1. How will the information presented in this professional development prove to teachers that this new learning will impact change in his or her students? 2. How will teachers be supported after this professional development session? Will there be additional professional development as a follow up or continuation of this one? Outcomes: Professional learning that increases educator effectiveness and results for all students aligns its outcomes with educator performance and student curriculum standards (Learning Forward, p. 2, 2014). 1. How is this professional learning going to assist teachers in meeting their goals for their evaluation standards? 2. How is this professional learning going to increase the ability of the instructor to help his or her students meet the goals outlined in the state standards?