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: GAPSS Review/Current Reality
Reflection:
During the fall of 2019, I created the Current Reality and GSAPS for Gainesville High School. The artifact was completed in ITEC 7460- Professional Learning and Technology Innovation. I interviewed my principal to gain insight into the programs and professional learning opportunities available at Gainesville High School. There were two parts to the artifact. The first part explored the current reality of the school, while the second part evaluated Gainesville High School against specific standards for professional learning. The artifact was completed individually.
Standard 5.3 Program Evaluation establishes candidate expectations to 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. In creating this artifact, I had the opportunity to design and implement a program evaluation using the GSAPS review. This helped me to determine the levels at which my school’s professional learning deepens teacher content knowledge, improves teacher pedagogical skills, and increases student learning. I also used this evaluation to make recommendations for professional learning opportunities that would increase pedagogical skills of teachers and therefor increase student learning as well.
In completing this artifact, I learned the importance of evaluating the effectiveness of professional learning components within a school. If professional learning opportunities are not aligned with teacher needs and using a variety of PL designs to support learning, then teachers will not be engaged and will not benefit from the PL session. Schools should also promote and support collaboration for improvement and monitor/evaluate the effectiveness of PL and its impact on student learning. If I were to change something about this artifact, in an effort to improve it, it would be to utilize school data to verify the effectiveness of the PL in improving teacher practice and student learning.
The work that went into creating this artifact impacted school improvement by evaluating the professional learning opportunities and providing suggestions for improvement. Coincidingly, it also impacted faculty development and student learning. This impact can be assessed by teacher interviews and surveys, and also by analyzing student results on summative assessments to determine teacher improvements in instructional strategies. As professional learning improves, teacher instruction should improve, which will improve student learning and achievement.
During the fall of 2019, I created the Current Reality and GSAPS for Gainesville High School. The artifact was completed in ITEC 7460- Professional Learning and Technology Innovation. I interviewed my principal to gain insight into the programs and professional learning opportunities available at Gainesville High School. There were two parts to the artifact. The first part explored the current reality of the school, while the second part evaluated Gainesville High School against specific standards for professional learning. The artifact was completed individually.
Standard 5.3 Program Evaluation establishes candidate expectations to 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. In creating this artifact, I had the opportunity to design and implement a program evaluation using the GSAPS review. This helped me to determine the levels at which my school’s professional learning deepens teacher content knowledge, improves teacher pedagogical skills, and increases student learning. I also used this evaluation to make recommendations for professional learning opportunities that would increase pedagogical skills of teachers and therefor increase student learning as well.
In completing this artifact, I learned the importance of evaluating the effectiveness of professional learning components within a school. If professional learning opportunities are not aligned with teacher needs and using a variety of PL designs to support learning, then teachers will not be engaged and will not benefit from the PL session. Schools should also promote and support collaboration for improvement and monitor/evaluate the effectiveness of PL and its impact on student learning. If I were to change something about this artifact, in an effort to improve it, it would be to utilize school data to verify the effectiveness of the PL in improving teacher practice and student learning.
The work that went into creating this artifact impacted school improvement by evaluating the professional learning opportunities and providing suggestions for improvement. Coincidingly, it also impacted faculty development and student learning. This impact can be assessed by teacher interviews and surveys, and also by analyzing student results on summative assessments to determine teacher improvements in instructional strategies. As professional learning improves, teacher instruction should improve, which will improve student learning and achievement.