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:
Current Reality GAPSS Review
Reflection:
To demonstrate mastery of standard 5.3, I have attached artifacts Current Reality review and GAPSS Review. These artifacts share my ability to design and implement program evaluations to determine the overall effectiveness of professional learning to deepen teacher content knowledge, improve teacher pedagogical skills and increase student learning. To begin the process, I first had to determine the goals for technology use and professional learning at my school. Then, I reviewed my school’s vision statement and our School Improvement Plan (SIP). To gain more understanding and collect accurate data, I led an interview with the principal and assistant principal. During the interview we discussed important topics such as needs assessments, professional learning opportunities, alignment to school improvement goals, funding & incentives, collaboration, and evaluations within our school.
With completing the GAPSS part B, I designed and implemented an evaluation to determine the overall effectiveness of the current professional learning opportunities at Harmony-Leland Elementary School. Using the seven criteria aligned with the GAPSS allowed me to see where our school stood according to the Georgia Performance School Standards. I was able to identify that we averaged at the Operational Level, which is Level 3. Being at a level 3 shows emergence of professional development that supports technology integration and the success of the SIP goals according to the Professional Learning standards. It also demonstrated that we had structures in place that would support the needs of staff members.
I evaluated the learning based on the Georgia Performing Standards of Excellence (GPSE) to determine if the professional learning at our school deepened teachers content knowledge and improved their pedagogical skills,. It was determined that much of the professional learning occurring at Harmony-Leland Elementary aligned to GPSE teaching and learning goals. We had Professional Learning (PL) meetings every Wednesday and Thursday to provide deeper learning experience for English Language Arts (ELA) and Math content standards. Additionally, teachers were given frequently used strategies to support the requirements of GPSE. Our administrators were able to evaluate if each classroom effectively modeled GPSE through Teacher Keys Effectiveness System (TKES). With this tool we were able to see what was working and what still needed improvement. It was a great way for both teachers and administrators to collaborate and have discussions on what our vision was for our students PL meetings and TKES had a big impact on how we went about improving and developing strategies to promote student achieve. As a result, teachers learned to effectively guide students in setting appropriate learning goals and support students in monitoring their progress. This ensured that teachers were able to convey knowledge and skills that students could understand. The more teachers built their pedagogical skills for classroom management and content-related skills, there more they saw significant increase in student learning across the board.
In this experience, I learned that to effectively design and implement program evaluations, you have to examine multiple sources of data like a school’s vision, SIP goals and interviews with stakeholders. I learned that the process of evaluating professional learning is important and necessary if schools want to move from operational to exemplary in meeting the professional learning standards as set by the Georgia Assessment of Performance School Standards. What I would do differently to improve the quality of this artifact or the process would be to build a team of school leaders or stakeholders responsible for providing ongoing reports on our school’s goals. They will also be evaluating regularly to help with new professional learning goals. By doing so, we will create an environment that strives to improve professional learning for what currently is of need rather than what were in the past.
The artifact deeply impacts faculty development and school improvement by evaluating the school’s current reality in the area of professional learning and determining the strengths and weakness that affects whether our school moves towards exemplary based on Georgia Assessment of Performance on School Standards. The collected data was presented to administration, the literacy coach and math coach so that they could see the strengths but also identify areas that were in need of growth. This artifact can be assessed through another GAPSS review and surveys of administration and staff.. Also, administrators can assess if teachers are demonstrating an increase in pedagogical skills and student learning.
Reflection:
To demonstrate mastery of standard 5.3, I have attached artifacts Current Reality review and GAPSS Review. These artifacts share my ability to design and implement program evaluations to determine the overall effectiveness of professional learning to deepen teacher content knowledge, improve teacher pedagogical skills and increase student learning. To begin the process, I first had to determine the goals for technology use and professional learning at my school. Then, I reviewed my school’s vision statement and our School Improvement Plan (SIP). To gain more understanding and collect accurate data, I led an interview with the principal and assistant principal. During the interview we discussed important topics such as needs assessments, professional learning opportunities, alignment to school improvement goals, funding & incentives, collaboration, and evaluations within our school.
With completing the GAPSS part B, I designed and implemented an evaluation to determine the overall effectiveness of the current professional learning opportunities at Harmony-Leland Elementary School. Using the seven criteria aligned with the GAPSS allowed me to see where our school stood according to the Georgia Performance School Standards. I was able to identify that we averaged at the Operational Level, which is Level 3. Being at a level 3 shows emergence of professional development that supports technology integration and the success of the SIP goals according to the Professional Learning standards. It also demonstrated that we had structures in place that would support the needs of staff members.
I evaluated the learning based on the Georgia Performing Standards of Excellence (GPSE) to determine if the professional learning at our school deepened teachers content knowledge and improved their pedagogical skills,. It was determined that much of the professional learning occurring at Harmony-Leland Elementary aligned to GPSE teaching and learning goals. We had Professional Learning (PL) meetings every Wednesday and Thursday to provide deeper learning experience for English Language Arts (ELA) and Math content standards. Additionally, teachers were given frequently used strategies to support the requirements of GPSE. Our administrators were able to evaluate if each classroom effectively modeled GPSE through Teacher Keys Effectiveness System (TKES). With this tool we were able to see what was working and what still needed improvement. It was a great way for both teachers and administrators to collaborate and have discussions on what our vision was for our students PL meetings and TKES had a big impact on how we went about improving and developing strategies to promote student achieve. As a result, teachers learned to effectively guide students in setting appropriate learning goals and support students in monitoring their progress. This ensured that teachers were able to convey knowledge and skills that students could understand. The more teachers built their pedagogical skills for classroom management and content-related skills, there more they saw significant increase in student learning across the board.
In this experience, I learned that to effectively design and implement program evaluations, you have to examine multiple sources of data like a school’s vision, SIP goals and interviews with stakeholders. I learned that the process of evaluating professional learning is important and necessary if schools want to move from operational to exemplary in meeting the professional learning standards as set by the Georgia Assessment of Performance School Standards. What I would do differently to improve the quality of this artifact or the process would be to build a team of school leaders or stakeholders responsible for providing ongoing reports on our school’s goals. They will also be evaluating regularly to help with new professional learning goals. By doing so, we will create an environment that strives to improve professional learning for what currently is of need rather than what were in the past.
The artifact deeply impacts faculty development and school improvement by evaluating the school’s current reality in the area of professional learning and determining the strengths and weakness that affects whether our school moves towards exemplary based on Georgia Assessment of Performance on School Standards. The collected data was presented to administration, the literacy coach and math coach so that they could see the strengths but also identify areas that were in need of growth. This artifact can be assessed through another GAPSS review and surveys of administration and staff.. Also, administrators can assess if teachers are demonstrating an increase in pedagogical skills and student learning.