Standards 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.
Artifact:
Reflection:
This artifact was completed for ITEC 7460 Professional Learning & Technology Innovation. The purpose of this artifact was to discuss technology professional learning with the principal or headmaster of the school and how it aligned with the school’s improvement plan. After discussing these topics an analysis of professional learning is completed with recommendations to align with school improvement.
Standard 5.3 states that candidates design and implement program evaluations to determine the overall effectiveness of professional learning and deepening teacher content knowledge, improve teacher pedagogical skills and/or increasing student learning. The GAPSS analysis helped me to learn how to interview administrators to gain the intentions of professional learning for the school. I was then able to evaluate the schools professional learning and the views the administrators had on the subject. It also helped me to build a good relationship with the director of the upper school, so I may encourage administrator involvement in professional learning on a regular basis.
The GAPSS Analysis consisted of a list of standards for professional learning and allowed me to take a deeper look into their pedagogical skills. Each standard would be analyzed as not addressed, emergent, operational or fully operational. Under each of these aspects it lists what level of the standard may be addressed at the school currently. For instance, PL 2.6 Building Capacity to Use Research Results, I stated that Darlington School was just emergent and beginning this standard. My analysis of this standard stated that Darlington School provides professional development for all it’s staff that demonstrate classroom practices through in-house training, how-to handouts, and video instruction. Some of the professional development is geared toward new faculty, whereas some is on-going for long-time faculty. I then made the recommendation to provide more sessions that show procedures, strategies and ideas that apply to classroom teaching and learning. Also, more development that can be engaging and provide interests for teachers in their own field.
This GAPSS analysis improved my skills on evaluating programs and analyzing their effectiveness to see how they can be improved to make recommendations for improvement. This artifact impacted my school in many ways. Since analyzing the school’s professional learning, I have developed in-house workshops and an online training wiki. I have also began coaching individual teachers on not just technology skills but how to improve their pedagogical approaches to teaching and learning. I have also gained trust with the administrators and the academic committee that I can be a good resource for choosing, developing, or implementing professional learning for Darlington School faculty.
Standard 5.3 states that candidates design and implement program evaluations to determine the overall effectiveness of professional learning and deepening teacher content knowledge, improve teacher pedagogical skills and/or increasing student learning. The GAPSS analysis helped me to learn how to interview administrators to gain the intentions of professional learning for the school. I was then able to evaluate the schools professional learning and the views the administrators had on the subject. It also helped me to build a good relationship with the director of the upper school, so I may encourage administrator involvement in professional learning on a regular basis.
The GAPSS Analysis consisted of a list of standards for professional learning and allowed me to take a deeper look into their pedagogical skills. Each standard would be analyzed as not addressed, emergent, operational or fully operational. Under each of these aspects it lists what level of the standard may be addressed at the school currently. For instance, PL 2.6 Building Capacity to Use Research Results, I stated that Darlington School was just emergent and beginning this standard. My analysis of this standard stated that Darlington School provides professional development for all it’s staff that demonstrate classroom practices through in-house training, how-to handouts, and video instruction. Some of the professional development is geared toward new faculty, whereas some is on-going for long-time faculty. I then made the recommendation to provide more sessions that show procedures, strategies and ideas that apply to classroom teaching and learning. Also, more development that can be engaging and provide interests for teachers in their own field.
This GAPSS analysis improved my skills on evaluating programs and analyzing their effectiveness to see how they can be improved to make recommendations for improvement. This artifact impacted my school in many ways. Since analyzing the school’s professional learning, I have developed in-house workshops and an online training wiki. I have also began coaching individual teachers on not just technology skills but how to improve their pedagogical approaches to teaching and learning. I have also gained trust with the administrators and the academic committee that I can be a good resource for choosing, developing, or implementing professional learning for Darlington School faculty.