Standard 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: current reality
Reflection:
This artifact was completed during Fall 2018 in ITEC 7460 Professional Learning and Technology Innovation. This report focused on looking at how my school conducts professional learning and the procedures they follow. Before beginning the report, I had to interview my administrative team with preset questions. In the current reality section of this artifact, the report included discussing the needs for my school, professional learning and alignment, funding and incentives, diversity, collaboration, and evaluation. The Georgia School Assessment on Performance Standards (GSAPS) was used to assess the status of my school across seven different standards for this artifact.
The design and implementation first began with interviewing my administrative team about the current state of our professional learning plan. This is how we determined how professional learning was being completed and communication began as to how we can deepen their content knowledge. The current reality narrative gave a written analysis of the school’s professional learning plan for teachers based on the responses from the interview, the school strategic plan, and my own observations and research regarding the school. The strengths and weaknesses of the school’s professional learning plan based on the GSAPS. Evidence was provided about each learning standard as to why the school was given certain scores on the rubric. The results led to professional learning opportunities that could improve teachers’ pedagogical skills and increase student learning.
The creation of this artifact was meaningful in many ways. I learned how to evaluate a school’s professional learning implementation plan and how to provide suggestions for change in the plan. I also learned how to utilize the GSAPS to evaluate the school’s professional learning plan. One thing I would have done differently would have been to include the whole leadership team in the questioning process. I just spoke with the administrative team which includes the principal, assistant principal, and the evaluator of curriculum and assessment.
This artifact impacts faculty development because it suggests possible changes that can be made to the professional learning plan. The impact could be assessed by evaluating new professional learning that was recommended based on the GSAPS. There could be an evaluative survey delivered to teachers to determine how they feel about professional learning changes to curve future plans.
This artifact was completed during Fall 2018 in ITEC 7460 Professional Learning and Technology Innovation. This report focused on looking at how my school conducts professional learning and the procedures they follow. Before beginning the report, I had to interview my administrative team with preset questions. In the current reality section of this artifact, the report included discussing the needs for my school, professional learning and alignment, funding and incentives, diversity, collaboration, and evaluation. The Georgia School Assessment on Performance Standards (GSAPS) was used to assess the status of my school across seven different standards for this artifact.
The design and implementation first began with interviewing my administrative team about the current state of our professional learning plan. This is how we determined how professional learning was being completed and communication began as to how we can deepen their content knowledge. The current reality narrative gave a written analysis of the school’s professional learning plan for teachers based on the responses from the interview, the school strategic plan, and my own observations and research regarding the school. The strengths and weaknesses of the school’s professional learning plan based on the GSAPS. Evidence was provided about each learning standard as to why the school was given certain scores on the rubric. The results led to professional learning opportunities that could improve teachers’ pedagogical skills and increase student learning.
The creation of this artifact was meaningful in many ways. I learned how to evaluate a school’s professional learning implementation plan and how to provide suggestions for change in the plan. I also learned how to utilize the GSAPS to evaluate the school’s professional learning plan. One thing I would have done differently would have been to include the whole leadership team in the questioning process. I just spoke with the administrative team which includes the principal, assistant principal, and the evaluator of curriculum and assessment.
This artifact impacts faculty development because it suggests possible changes that can be made to the professional learning plan. The impact could be assessed by evaluating new professional learning that was recommended based on the GSAPS. There could be an evaluative survey delivered to teachers to determine how they feel about professional learning changes to curve future plans.