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: Professional Learning Current Reality & GSAPS Review
Reflection:
The Current Reality & GSAPS Review is an action plan that I created based on the needs identified in my school’s SWOT Analysis. This plan includes goals, success indicators, and evaluation design. This plan also includes strategies for addressing the needs of a diverse population to promote digital equity for all students, as well as a plan to advocate for digital equity for diverse groups. All in all, this plan was geared to improve the academic success of all students.
Standard 5.3 states, “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.” The design and implementation of this artifact started with me having a one on one interview with my principal. The interview provided prurient information needed to begin planning the next steps in my school’s action plan. I then reflected upon my school’s vision and school improvement goals and began writing a current reality narrative. Using the information from the narrative, I was able to complete the GAPSS, a rubric with seven professional learning targets that are used to determine the overall effectiveness of professional learning. Using the information from the narrative and the GAPSS, I was able to set professional development goals that would improve teacher pedagogical skills, deepen teacher’s content knowledge, and increase student learning.
Creating this artifact gave me the opportunity to jump into the role of a school leader. This artifact also gave me the chance to evaluate current programs and implement new initiatives that will improve academic success for students. To improve the quality of the artifact, I would have loved to send out a survey to staff members to see what types of professional developments they were interested in. Then, I would take in their consideration as well as the information gathered from the GAPSS to set professional development goals.
The work that went into creating the artifact impacted faculty learning. When teachers participate in meaningful professional development, they improve their knowledge and skills as educators, which ultimately improves students’ achievement. This artifact can be assessed through participation, classroom observation, and student performance data.
The Current Reality & GSAPS Review is an action plan that I created based on the needs identified in my school’s SWOT Analysis. This plan includes goals, success indicators, and evaluation design. This plan also includes strategies for addressing the needs of a diverse population to promote digital equity for all students, as well as a plan to advocate for digital equity for diverse groups. All in all, this plan was geared to improve the academic success of all students.
Standard 5.3 states, “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.” The design and implementation of this artifact started with me having a one on one interview with my principal. The interview provided prurient information needed to begin planning the next steps in my school’s action plan. I then reflected upon my school’s vision and school improvement goals and began writing a current reality narrative. Using the information from the narrative, I was able to complete the GAPSS, a rubric with seven professional learning targets that are used to determine the overall effectiveness of professional learning. Using the information from the narrative and the GAPSS, I was able to set professional development goals that would improve teacher pedagogical skills, deepen teacher’s content knowledge, and increase student learning.
Creating this artifact gave me the opportunity to jump into the role of a school leader. This artifact also gave me the chance to evaluate current programs and implement new initiatives that will improve academic success for students. To improve the quality of the artifact, I would have loved to send out a survey to staff members to see what types of professional developments they were interested in. Then, I would take in their consideration as well as the information gathered from the GAPSS to set professional development goals.
The work that went into creating the artifact impacted faculty learning. When teachers participate in meaningful professional development, they improve their knowledge and skills as educators, which ultimately improves students’ achievement. This artifact can be assessed through participation, classroom observation, and student performance data.