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
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 GAPSS (Georgia Assessment on School Standards) Analysis I developed for ITEC 7460, Professional Learning and Technology, serves as my artifact for this standard. I developed this artifact in order to determine my school’s current reality as regards technology and professional learning at my high school.
I began my research by interviewing my principal. In this interview I learned that there is no school technology vision in place and he was unaware of the school system technology vision and plan available online. My principal had his own vision in his head which was simply to give students the technology tools they need to be successful. In reality, this means he has purchased over 20 SMART Boards for classrooms in his 2-year tenure. Other professional learning opportunities were limited to the math and exceptional students departments. There was no follow-up to determine if strategies learned in these workshops were being implemented in the classroom. Our social studies department won a Teachers of History (TOH) grant and participating teachers are evaluated periodically by the grant administrators.
Professional Learning opportunities are available through the system website, but during the years since the economy crashed and professional learning requirements were suspended, this is a voluntary option for teachers. Perusal of the system professional learning website revealed that it is not user-friendly, being difficult to navigate and to determine login parameters. Review of the Paulding County School System professional learning webpage and the NPHS School Improvement Plan revealed a strategy that is responsive to data. All of the county and school improvement goals are related to student achievement which is based on test scores, passing rates, graduation rates, and other such information.
Evaluation of the professional learning program in my school and system determined that the overall effectiveness of professional learning on deepening teacher content knowledge, improving teacher pedagogical skills and /or increasing student learning is minimal at this time. As professional learning requirements are reinstated by the Georgia Professional Standards Commission as the economy improves, I predict significant improvement in this area.
As I completed this artifact, I learned a great deal about how to research the current reality of professional learning in my school and district and mastered the skills I need to apply this knowledge to other areas that need improvement. If I had to do it over again, I would draw on what I learned from this experience in order to start from a more informed position. Since I completed this artifact, professional learning requirements are again a reality for my teachers and we have gained an administrator in charge of professional learning. I would most definitely consult with her if I created another GAPSS analysis.
The importance of this artifact will impact school improvement as I share what I have learned with my administrators and teachers and sharpen my skills when conducting future GAPSS analyses. The impact will be assessed through observations, professional learning attendance rosters, and surveys.
I began my research by interviewing my principal. In this interview I learned that there is no school technology vision in place and he was unaware of the school system technology vision and plan available online. My principal had his own vision in his head which was simply to give students the technology tools they need to be successful. In reality, this means he has purchased over 20 SMART Boards for classrooms in his 2-year tenure. Other professional learning opportunities were limited to the math and exceptional students departments. There was no follow-up to determine if strategies learned in these workshops were being implemented in the classroom. Our social studies department won a Teachers of History (TOH) grant and participating teachers are evaluated periodically by the grant administrators.
Professional Learning opportunities are available through the system website, but during the years since the economy crashed and professional learning requirements were suspended, this is a voluntary option for teachers. Perusal of the system professional learning website revealed that it is not user-friendly, being difficult to navigate and to determine login parameters. Review of the Paulding County School System professional learning webpage and the NPHS School Improvement Plan revealed a strategy that is responsive to data. All of the county and school improvement goals are related to student achievement which is based on test scores, passing rates, graduation rates, and other such information.
Evaluation of the professional learning program in my school and system determined that the overall effectiveness of professional learning on deepening teacher content knowledge, improving teacher pedagogical skills and /or increasing student learning is minimal at this time. As professional learning requirements are reinstated by the Georgia Professional Standards Commission as the economy improves, I predict significant improvement in this area.
As I completed this artifact, I learned a great deal about how to research the current reality of professional learning in my school and district and mastered the skills I need to apply this knowledge to other areas that need improvement. If I had to do it over again, I would draw on what I learned from this experience in order to start from a more informed position. Since I completed this artifact, professional learning requirements are again a reality for my teachers and we have gained an administrator in charge of professional learning. I would most definitely consult with her if I created another GAPSS analysis.
The importance of this artifact will impact school improvement as I share what I have learned with my administrators and teachers and sharpen my skills when conducting future GAPSS analyses. The impact will be assessed through observations, professional learning attendance rosters, and surveys.