PASL Task 2 Walkthrough

PASL Task 2 tests whether your professional development is a cycle or an event. You work with colleagues to build a data-driven prioritized list of PD needs, design and deliver research-based PD, then prove it changed practice by following three participants of different experience levels through walkthroughs, student work, and a feedback survey. Here is the full build.

What does PASL Task 2 require?

Task 2, Supporting Continuous Professional Development, requires written commentary across four steps plus artifacts: a page of the prioritized PD list, pages from the PD plan, a page of research, the assignment given to teachers or students, one completed walkthrough observation form, one student work sample, and a page from the post-PD feedback survey.

The four steps mirror the PD cycle itself: designing (the prioritized list and the plan), implementing (the workshop sessions), analyzing (the three participants), and reflecting (the survey).

How do I build the prioritized list?

Assemble a team on purpose and say why each person is on it: content teachers for expertise, a department lead or coach for instructional knowledge, an administrator for alignment to campus goals, and a district coordinator for state and district alignment. Then run a data process the rater can follow: assessment results, walkthrough trends, student work, and a teacher survey.

The teacher survey is the artifact gold. A hard number like "only 25 percent of teachers reported high knowledge in the focus area" is the single most persuasive line you can write, because it connects the PD choice directly to a measured staff need. Prioritize the final list on impact, alignment, and feasibility, and say so in those words.

What does the PD plan need to show?

A focus chosen from the list with a stated reason, goals with a measurement method, a research base (name the studies or sources and connect them to the focus), the real-world constraints you navigated like budget and schedules, the people who helped build it, and the follow-up you planned before the first session ever ran. Follow-up planned in advance is what separates a cycle from an event, and the rater is looking for exactly that.

How do I prove impact on three participants?

Choose three PD participants at different career stages: one early, one mid, one veteran. For each, complete a walkthrough after the PD and write what you saw the teacher do differently, tied to the PD content. Then meet individually, have each bring a student work sample, and write what the student work shows about learning, not just about compliance.

The pattern that scores: PD said X, walkthrough showed the teacher doing X, student work shows students producing what X was supposed to produce. Three teachers, three small versions of that chain.

Task 2 mistakes that cost points

Presenting a PD topic with no data trail behind it. Describing the session but skipping the engagement strategies and the assignment. Choosing three participants with identical experience levels. Submitting a walkthrough form with no visible connection to the PD focus. And treating the feedback survey as a formality instead of analyzing it in the reflection.

Task 2 FAQ

Can the Task 2 PD come from the same project as Task 1? Yes. The plan you built to solve your Task 1 problem is the PD plan Task 2 documents. One project, shared artifacts. See the one-project strategy in the PASL 368 Complete Guide.

Do I have to deliver the PD myself? You facilitate it. The task is assessing your ability to design, deliver, and follow up, so you should be the one in front of the room and in the follow-up meetings.

What counts as the research artifact? A bibliography page, a specific study, a district-adopted source, or pages from a book that shaped the plan. It needs to visibly connect to the PD focus.

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The PASL Playbook includes the Task 2 planner, the artifact checklist, and writing frames built from a passing submission. Grab the free 268 Cheat Sheet to start.