5.3 Program Evaluation
Candidates design and implement program evaluations to determine the overall effectiveness of professional learning on deepening teacher content knowledge, improving teacher pedagogical skills and/or increasing student learning. (PSC 5.3/ISTE 4c)
Artifact: GAPPS REview: Professional Development
Reflection:
This artifact, the GAPSS Review was created in the course ITEC 7460, Professional Learning and Technology Innovation. The purpose of this artifact was to develop an evaluation to determine the effectiveness of the professional learning at my school. Professional learning occurs in multiple contexts at my school, and this artifact had me evaluate the opportunities that teachers were given at the time to strengthen their skills as educators. This artifact had me determine that staff members work collaboratively as they engage in various forms of professional learning. Beyond weekly team level meetings, where staff members create standards-based units/lesson plans as well as discuss relevant school topics, teams work together to learn new skills. Being that professional learning opportunities are based off of needs, the School Strategic Plan (SSP) outlined the necessary professional learning opportunities to refine teaching in all curricular areas. It was planned to provide teachers with differentiated support in collective groups to address areas of need in Writing, Math, and Reading. Workshops were planned to increase engaged learning in classrooms through monthly technology training sessions. This artifact analyzed these opportunities and went into detail regarding funding, diversity, and extrinsic incentives available to teachers.
This artifact demonstrates mastery of Standard 5.3 because I directly designed and implemented a thorough evaluation of the profession learning at my school. I determined the overall effectiveness of the professional learning as I outlined areas that could be strengthened. By completing the GAPSS Review, I was able to evaluate how to provide support to teachers, and determine what types of professional learning should be provided next. I also evaluated the opportunities for teachers to deepen content knowledge as well as improve their pedagogical skills to ultimately increase student learning.
By completing this artifact, I solidified my knowledge about the process of evaluating professional development opportunities. Similar to classroom instruction, professional development should have a vision, learning goals, be sequential in nature, and include assessment. I learned that not only should each professional learning session be evaluated, but the overall scope and sequence of opportunities granted to teachers should be evaluated as well. They should cover a variety of topics and be introduced in an effective manner. To increase the quality of this artifact, if I were to complete it again, I would have collaborated with an increased number of teachers at my school. I would have had lengthier, more plentiful conversation with the teachers and a diversified sample set to base my observations on.
This artifact helped me gain knowledge about the professional learning at my school. The impact of this assignment can greatly impact faculty development, because an analysis of professional development sessions can cause positive change in future sessions. This can directly result in increased student achievement. The impact of professional learning is evaluated through student results on state-wide, district-wide, and local assessments. Students’ scores and collected, reviewed, and analyzed to determine areas that students as well as teachers have strengths and weaknesses in. My school’s administrative staff and SSP team participate in focus walks throughout the school. These are unannounced visits to the classroom that focus on professional development skills that should be put into place into the classroom.
This artifact, the GAPSS Review was created in the course ITEC 7460, Professional Learning and Technology Innovation. The purpose of this artifact was to develop an evaluation to determine the effectiveness of the professional learning at my school. Professional learning occurs in multiple contexts at my school, and this artifact had me evaluate the opportunities that teachers were given at the time to strengthen their skills as educators. This artifact had me determine that staff members work collaboratively as they engage in various forms of professional learning. Beyond weekly team level meetings, where staff members create standards-based units/lesson plans as well as discuss relevant school topics, teams work together to learn new skills. Being that professional learning opportunities are based off of needs, the School Strategic Plan (SSP) outlined the necessary professional learning opportunities to refine teaching in all curricular areas. It was planned to provide teachers with differentiated support in collective groups to address areas of need in Writing, Math, and Reading. Workshops were planned to increase engaged learning in classrooms through monthly technology training sessions. This artifact analyzed these opportunities and went into detail regarding funding, diversity, and extrinsic incentives available to teachers.
This artifact demonstrates mastery of Standard 5.3 because I directly designed and implemented a thorough evaluation of the profession learning at my school. I determined the overall effectiveness of the professional learning as I outlined areas that could be strengthened. By completing the GAPSS Review, I was able to evaluate how to provide support to teachers, and determine what types of professional learning should be provided next. I also evaluated the opportunities for teachers to deepen content knowledge as well as improve their pedagogical skills to ultimately increase student learning.
By completing this artifact, I solidified my knowledge about the process of evaluating professional development opportunities. Similar to classroom instruction, professional development should have a vision, learning goals, be sequential in nature, and include assessment. I learned that not only should each professional learning session be evaluated, but the overall scope and sequence of opportunities granted to teachers should be evaluated as well. They should cover a variety of topics and be introduced in an effective manner. To increase the quality of this artifact, if I were to complete it again, I would have collaborated with an increased number of teachers at my school. I would have had lengthier, more plentiful conversation with the teachers and a diversified sample set to base my observations on.
This artifact helped me gain knowledge about the professional learning at my school. The impact of this assignment can greatly impact faculty development, because an analysis of professional development sessions can cause positive change in future sessions. This can directly result in increased student achievement. The impact of professional learning is evaluated through student results on state-wide, district-wide, and local assessments. Students’ scores and collected, reviewed, and analyzed to determine areas that students as well as teachers have strengths and weaknesses in. My school’s administrative staff and SSP team participate in focus walks throughout the school. These are unannounced visits to the classroom that focus on professional development skills that should be put into place into the classroom.