5.1 Needs Assessment
Candidates conduct needs assessments to determine school-wide, faculty, grade-level, and subject area strengths and weaknesses to inform the content and delivery of technology based professional learning programs. (PSC 5.1/ ISTE 5c)
Artifact:
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ITEC 7460 - Needs Assessment Narrative and Surveys
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ITEC 7460 - Coaching Journal
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Reflection:
The artifacts include the Needs Assessment Survey(s), Narrative and the Coaching Journal that were completed in conjunction with ITEC 7460. The context of the artifacts was an assessment on the level of technology integration and readiness (adopter-level) of a 6th grade teacher new to our science department and the professional development that followed in a coaching arrangement. The artifact demonstrates the ability to effectively assess a teacher’s strengths and weaknesses and apply the knowledge gained to successfully coach him in the content and delivery of technology-based instruction. My contributions to this artifact included the following: creating and administering the two surveys; analyzing the results to assess the teacher’s needs; meeting with the teacher on multiple occasions; modeling the use of the technology with students; and observing him using it and giving feedback. Additionally the same surveys were given in the science department, and to other teachers in the building. Results from those surveys provide insights into professional development needs of the building.
The artifact demonstrates my ability to conduct a needs assessment to determine school-wide, faculty, grade-level and subject area strengths and weaknesses. The artifact demonstrates the use of the two surveys and, as the narrative shows, further observations and analysis were completed to determine the areas of strength and weakness of a teacher I partnered with in the coaching initiative. For example, it was assessed that an area of strength was his knowledge and comfort level with use technology in general, and an area of weakness is his unfamiliarity with the most current technologies being used at the school, such as the digital probing devices. Subsequently the same surveys were administered in the science department with sixth, seventh and eighth grade teaches and to other teachers in the building, again to assess strengths and weaknesses in our faculty with respect to technology use. I was able to gain some insightful information in the administration of these surveys that will be helpful in the planning of future professional development, some of which has taken place.
The artifacts demonstrate my ability to use the needs assessment to inform the content and delivery of the technology- based professional learning program. The artifact gives evidence of this ability as it shows me using the needs assessment to inform the content and delivery on training implemented with the teacher I coached. As demonstrated, I was able to build on his current comfort levels, for example in use of the iPad, and current knowledge on measuring temperature and humidity to incorporate a technology new to him, the digital probing device. I was able to teach it in a way that I had determined would match his level of comfort and understanding. As the artifact shows, the device was first explained and demonstrated to increase his knowledge of it and its capabilities. This included the use of images, notes and video. The device was then demonstrated with his students as we collected data on temperatures and humidity levels along a path on the field, and then we digitally displayed the data collected and analyzed it. I then had him use the device while I observed him successfully using it, and continued to observe as he displayed the data and facilitated the students’ analysis part of the lab. Feedback followed in conjunction with the coaching process. This method of training seems to best support his needs based on my assessment, and was patterned after what had been learned in ITEC 7460 as effective coaching practice.
In completing this artifact I learned how to better assess the needs of teachers with respect to their technology use and degree of readiness. I am now better able to craft surveys using Google Forms and use the spreadsheet generated for analysis purposes. I have learned the value of using assessment results to inform the content and delivery of professional development which then greatly compliments the coaching process. To improve the quality of the artifact I would put more time and effort into assessing the needs of the students and the classroom environment in addition to the teacher. While we talked about both, I believe more would have been better. I believe the experience would have been more effective using a different arrangement with the students and equipment and allowing more time for hands-on activity with the probeware. While it would take longer, likely an additional day of instruction, the learning experience for the students would be enhanced overall.
The work that went into creating this artifact will impact faculty development. As effective needs assessments are done and used to better inform professional development, the content and delivery is more likely to line up with what teachers truly need. The benefit of the professional development to the teachers is therefore greatly enhanced. The impact of this faculty development will be assessed in the increased use of instructional technology school-wide and determined by observation and surveys. Additionally, as faculty development occurs, student performance should increase as measured by various formative and summative assessments.
The artifact demonstrates my ability to conduct a needs assessment to determine school-wide, faculty, grade-level and subject area strengths and weaknesses. The artifact demonstrates the use of the two surveys and, as the narrative shows, further observations and analysis were completed to determine the areas of strength and weakness of a teacher I partnered with in the coaching initiative. For example, it was assessed that an area of strength was his knowledge and comfort level with use technology in general, and an area of weakness is his unfamiliarity with the most current technologies being used at the school, such as the digital probing devices. Subsequently the same surveys were administered in the science department with sixth, seventh and eighth grade teaches and to other teachers in the building, again to assess strengths and weaknesses in our faculty with respect to technology use. I was able to gain some insightful information in the administration of these surveys that will be helpful in the planning of future professional development, some of which has taken place.
The artifacts demonstrate my ability to use the needs assessment to inform the content and delivery of the technology- based professional learning program. The artifact gives evidence of this ability as it shows me using the needs assessment to inform the content and delivery on training implemented with the teacher I coached. As demonstrated, I was able to build on his current comfort levels, for example in use of the iPad, and current knowledge on measuring temperature and humidity to incorporate a technology new to him, the digital probing device. I was able to teach it in a way that I had determined would match his level of comfort and understanding. As the artifact shows, the device was first explained and demonstrated to increase his knowledge of it and its capabilities. This included the use of images, notes and video. The device was then demonstrated with his students as we collected data on temperatures and humidity levels along a path on the field, and then we digitally displayed the data collected and analyzed it. I then had him use the device while I observed him successfully using it, and continued to observe as he displayed the data and facilitated the students’ analysis part of the lab. Feedback followed in conjunction with the coaching process. This method of training seems to best support his needs based on my assessment, and was patterned after what had been learned in ITEC 7460 as effective coaching practice.
In completing this artifact I learned how to better assess the needs of teachers with respect to their technology use and degree of readiness. I am now better able to craft surveys using Google Forms and use the spreadsheet generated for analysis purposes. I have learned the value of using assessment results to inform the content and delivery of professional development which then greatly compliments the coaching process. To improve the quality of the artifact I would put more time and effort into assessing the needs of the students and the classroom environment in addition to the teacher. While we talked about both, I believe more would have been better. I believe the experience would have been more effective using a different arrangement with the students and equipment and allowing more time for hands-on activity with the probeware. While it would take longer, likely an additional day of instruction, the learning experience for the students would be enhanced overall.
The work that went into creating this artifact will impact faculty development. As effective needs assessments are done and used to better inform professional development, the content and delivery is more likely to line up with what teachers truly need. The benefit of the professional development to the teachers is therefore greatly enhanced. The impact of this faculty development will be assessed in the increased use of instructional technology school-wide and determined by observation and surveys. Additionally, as faculty development occurs, student performance should increase as measured by various formative and summative assessments.