4.5.a Needs Assessments and Frameworks for PD

4.5.a Design professional learning based on needs assessments and frameworks for working with adults to support their cultural, social-emotional and learning needs.

With our increased access to technological tools, we need an effective framework to examine how to best capitalize on technology to improve professional development outcomes, which will lead to the success of student learning outcomes. Our new challenge is to use a framework to assess the impact of the infusion of technology on teacher professional development carefully and find out if teachers’ learning needs are being supported.   

My post, Effective Framework for Teacher Professional Development, shared the five general principles of effective professional development and the TPACK, a well-known model for educators as they begin to use digital tools and strategies to support teaching and learning. 

Another example of this standard is related to my program evaluation project in winter. After surveying the teachers’ attitude toward the newly implanted digital learning platform in our literacy program, teachers reported the need for professional development in integrating this tool into their instruction. Using a needs assessment to assess teachers’ technological, content, and pedagogical knowledge based on the TPACK framework was my first step in planning the PD with the vendor and district technology department. My supervisor reminded me to include base technological knowledge such as “do you know how to use your username and password to login to the platform?”. While I assumed all teachers in my team should not have questions about this basic technological knowledge, the assessment survey showed one member in my team needed more support in that question. I reflect that needs assessment is essential to learning about supporting teachers in technology integration in their classrooms. 


Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teachers’ knowledge. Teachers College Record, 108 (6), 1017–1054.