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
Reflection
The GSAPS Review/Current Reality artifact was created during ITEC 7460 as a professional learning assignment. The interviews for this artifact were conducted collaboratively, but the review and report were completed individually. This review evaluated Brumby Elementary’s current reality of professional learning and the effectiveness of those programs on student learning.
This artifact demonstrates my ability to design and implement a program evaluation to determine if the professional learning deepens teacher content knowledge, improves teacher pedagogical skills, or increases student learning. The program evaluation was designed through analyzing the school’s vision as it relates to the strategic plan, a needs assessment, and interviews with administration, as well as instructional technology and academic coaches. The evaluation was specific to how professional learning opportunities develop teachers’ content knowledge in meeting goals for instruction and assessment through technology use. The professional learning itself also served to develop teachers’ pedagogical skills, which combined with increased content knowledge, would positively affect student learning, specifically in the areas of math and reading.
From completing this artifact, I learned how to collaboratively conduct interviews, and then how to individually evaluate responses and create a report. In completing the Needs Assessment portion, it was necessary to analyze data from End of Grade testing in reflection of the interview results. I also became aware of programs that were being implemented throughout the school, as well as how these programs were funded. To improve the quality of this artifact, I would interview grade level chairpersons for more information about how these programs are being specifically utilized for a variety of students, such as ELL, SWD, and low SES.
This artifact impacted school improvement and faculty development in that the report generated was shared with faculty and administration, so that there is a heightened awareness of the current reality of professional learning and the impact at Brumby Elementary.
This impact can be assessed by follow-up with our school instructional technology coach and academic coach, as well as with our county-level technology coach. It can also be assessed by teacher rating on the TKES professional learning component, in which teachers rate themselves and administration evaluates individuals’ professional learning commitment.
The GSAPS Review/Current Reality artifact was created during ITEC 7460 as a professional learning assignment. The interviews for this artifact were conducted collaboratively, but the review and report were completed individually. This review evaluated Brumby Elementary’s current reality of professional learning and the effectiveness of those programs on student learning.
This artifact demonstrates my ability to design and implement a program evaluation to determine if the professional learning deepens teacher content knowledge, improves teacher pedagogical skills, or increases student learning. The program evaluation was designed through analyzing the school’s vision as it relates to the strategic plan, a needs assessment, and interviews with administration, as well as instructional technology and academic coaches. The evaluation was specific to how professional learning opportunities develop teachers’ content knowledge in meeting goals for instruction and assessment through technology use. The professional learning itself also served to develop teachers’ pedagogical skills, which combined with increased content knowledge, would positively affect student learning, specifically in the areas of math and reading.
From completing this artifact, I learned how to collaboratively conduct interviews, and then how to individually evaluate responses and create a report. In completing the Needs Assessment portion, it was necessary to analyze data from End of Grade testing in reflection of the interview results. I also became aware of programs that were being implemented throughout the school, as well as how these programs were funded. To improve the quality of this artifact, I would interview grade level chairpersons for more information about how these programs are being specifically utilized for a variety of students, such as ELL, SWD, and low SES.
This artifact impacted school improvement and faculty development in that the report generated was shared with faculty and administration, so that there is a heightened awareness of the current reality of professional learning and the impact at Brumby Elementary.
This impact can be assessed by follow-up with our school instructional technology coach and academic coach, as well as with our county-level technology coach. It can also be assessed by teacher rating on the TKES professional learning component, in which teachers rate themselves and administration evaluates individuals’ professional learning commitment.