5.3 Program Evaluation
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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)
Program evaluation is essential to determine if current professional learning opportunities are working or what improvements need to be made to make the professional learning relevant to the needs of the teachers and students. The two artifacts that I chose to align to this standard are the GAPSS Analysis Part B (ITEC 7460) and the SWOT Analysis (ITEC 7410).
The GAPSS identifies if schools meet specific requirements that classifies them as accredited. My particular review in part B was designed and implemented to evaluate my school’s professional learning, specifically with the context and process of professional learning. The SWOT Analysis was designed to take a deeper look into my school’s reality in terms of professional learning opportunities – specifically in regards to instructional technology integration and implementation. It was determined, from the overall design and implementation that these two artifacts, when implemented, reviewed, and analyzed, that they do indeed deepen teacher content knowledge, improve teacher pedagogical skills, and even can increase student learning.
I learned that these types of reviews and analyses take a great deal of time and really need a group of people to make this data real and relevant for all stakeholders within this process. Still, it showed me where our school was currently, and identified where we want to focus future professional learning opportunities. To make a change, I would have included more people in these two artifacts as the more people that are a part of this process, the stronger the collaboratively collected data will be.
The work that went into creating the two artifacts directly aligns with school improvement and faculty development. The assessment of these artifacts will be the changes suggested from the culmination of my work, and the upcoming real GAPSS review in the 2016-2017 school year.
The GAPSS identifies if schools meet specific requirements that classifies them as accredited. My particular review in part B was designed and implemented to evaluate my school’s professional learning, specifically with the context and process of professional learning. The SWOT Analysis was designed to take a deeper look into my school’s reality in terms of professional learning opportunities – specifically in regards to instructional technology integration and implementation. It was determined, from the overall design and implementation that these two artifacts, when implemented, reviewed, and analyzed, that they do indeed deepen teacher content knowledge, improve teacher pedagogical skills, and even can increase student learning.
I learned that these types of reviews and analyses take a great deal of time and really need a group of people to make this data real and relevant for all stakeholders within this process. Still, it showed me where our school was currently, and identified where we want to focus future professional learning opportunities. To make a change, I would have included more people in these two artifacts as the more people that are a part of this process, the stronger the collaboratively collected data will be.
The work that went into creating the two artifacts directly aligns with school improvement and faculty development. The assessment of these artifacts will be the changes suggested from the culmination of my work, and the upcoming real GAPSS review in the 2016-2017 school year.