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:
| bennett_gapss_part_a_final.docx |
Reflection:
This artifact includes the GAPSS (Georgia Assessment on School Standards) Review of Professional Learning completed in conjunction with the requirements of ITEC 7460. The context was the school’s current reality on Professional Learning (PL) to include what PL exists and its overall effectiveness within the school. My contribution was researching the current reality, synthesizing information gained, designing and implementing the program evaluation.
The artifact demonstrates my ability to design and implement a program evaluation to determine if the professional learning deepens teacher content knowledge, improves teacher pedagogical skills or increases student learning. To assist in the design of the PL evaluation, research was done to determine the current professional learning taking place at the school. This was completed using observations, teacher input, looking at artifacts, and interviewing the principal. Observations indicated that professional learning was taking place throughout the building in many forms as identified in the evaluation and generally viewed as effective. Once teachers received an explanation on what was meant by PL and the various forms it can take (to include online or blended learning) as opposed to just the more traditional face-to-face training, teacher input supported the observations. In the search for written school PL policy or procedures, a one-page, recently developed description of how PL would be handled at the school was located and reviewed, and this artifact can be seen in the Appendix of the written evaluation. Furthermore, the principal interview confirmed the findings from observations and teacher input, and the interview provided additional insight into the school’s vision and approach to professional development, the effectiveness of PL in terms of its strengths, and opportunities for growth. An example of an opportunity for growth identified in the evaluation was the determination that our school needs do a better job at following-up on the effectiveness of PL implementation in the classroom, so we can determine which learning initiatives to repeat or not to repeat. The implementation of the program evaluation was completed based on this research as the findings were synthesized, documented and communicated, and it included discussion on the school’s vision for professional learning, the identification of learning needs, the forms of PL that exist, technology focused PL, incentives given for PL, funding and the follow-up and evaluation of PL.
The artifact demonstrates my ability to design an evaluation to determine if the PL deepens teacher content knowledge. The evaluation, which includes the input from the sources referenced earlier, shows that teacher content knowledge is developed most within learning communities that convene regularly and frequently to engage in collaborative professional learning, an approach that aligns with professional learning standards (Learning Forward 2011). In this way content standards are referenced, discussed and curriculum collaboratively identified to support it. The evaluation revealed that this type of PL for content knowledge is preferred over the more traditional training, as it is more fluid, current, and tailored to the needs of the teachers. There are learning communities throughout the school in the form of teacher teams engaged in these various forms of learning.
The artifact demonstrates my ability to design an evaluation to determine if the PL improves teacher pedagogical skills or increases student learning. The evaluation shows that face-to-face pedagogical skill development occurs, for example in the iPad training in which teachers learned and practiced having students working collaboratively to create an iMovie. Learner-centered activities that promote student higher-order thinking skills have been included in the training. The training in this case was held on-sight within community groups, and seen as effective overall based on teacher feedback and observation showed that pedagogical skills were developing. While there was hands-on practice included in the training, the evaluation showed that most wished for more; however, further PL occurred between one another and within their respective teams as teachers applied what they had learned with students. Such PL increases student learning. The evaluation reflects that community groups, online, or blended learning approaches to PL also address teacher practice on an ongoing basis - beyond the scope of iPad use, and that this PL likely positively impacts student learning. For example, teachers learn differentiation strategies, or learn how to better engage students in collaborative teams, and learn many other pedagogical skills.
In completing this artifact I learned much how to effectively evaluate existing programs, in particular those having to do with professional learning. I learned a great deal about the PL initiatives at our school in this evaluation process, including our strengths and improvement opportunities. To improve the quality of the artifact I would do a few things differently. I would include surveys given to teachers and others in the leadership team as another type of input to inform the evaluation. Anonymous surveys would likely provide additional valuable insights as to the effectiveness of the program.
The work that went into completing this artifact will impact school improvement as we successfully evaluate our programs. The impact on school improvement will be assessed by observations on program implementations, surveys, feedback from stakeholders including parents and students, teacher practice using TKES evaluations, and other less formal evaluations. To the extent the programs being evaluated impact student learning, that learning can be assessed via various formative and summative assessments.
The artifact demonstrates my ability to design and implement a program evaluation to determine if the professional learning deepens teacher content knowledge, improves teacher pedagogical skills or increases student learning. To assist in the design of the PL evaluation, research was done to determine the current professional learning taking place at the school. This was completed using observations, teacher input, looking at artifacts, and interviewing the principal. Observations indicated that professional learning was taking place throughout the building in many forms as identified in the evaluation and generally viewed as effective. Once teachers received an explanation on what was meant by PL and the various forms it can take (to include online or blended learning) as opposed to just the more traditional face-to-face training, teacher input supported the observations. In the search for written school PL policy or procedures, a one-page, recently developed description of how PL would be handled at the school was located and reviewed, and this artifact can be seen in the Appendix of the written evaluation. Furthermore, the principal interview confirmed the findings from observations and teacher input, and the interview provided additional insight into the school’s vision and approach to professional development, the effectiveness of PL in terms of its strengths, and opportunities for growth. An example of an opportunity for growth identified in the evaluation was the determination that our school needs do a better job at following-up on the effectiveness of PL implementation in the classroom, so we can determine which learning initiatives to repeat or not to repeat. The implementation of the program evaluation was completed based on this research as the findings were synthesized, documented and communicated, and it included discussion on the school’s vision for professional learning, the identification of learning needs, the forms of PL that exist, technology focused PL, incentives given for PL, funding and the follow-up and evaluation of PL.
The artifact demonstrates my ability to design an evaluation to determine if the PL deepens teacher content knowledge. The evaluation, which includes the input from the sources referenced earlier, shows that teacher content knowledge is developed most within learning communities that convene regularly and frequently to engage in collaborative professional learning, an approach that aligns with professional learning standards (Learning Forward 2011). In this way content standards are referenced, discussed and curriculum collaboratively identified to support it. The evaluation revealed that this type of PL for content knowledge is preferred over the more traditional training, as it is more fluid, current, and tailored to the needs of the teachers. There are learning communities throughout the school in the form of teacher teams engaged in these various forms of learning.
The artifact demonstrates my ability to design an evaluation to determine if the PL improves teacher pedagogical skills or increases student learning. The evaluation shows that face-to-face pedagogical skill development occurs, for example in the iPad training in which teachers learned and practiced having students working collaboratively to create an iMovie. Learner-centered activities that promote student higher-order thinking skills have been included in the training. The training in this case was held on-sight within community groups, and seen as effective overall based on teacher feedback and observation showed that pedagogical skills were developing. While there was hands-on practice included in the training, the evaluation showed that most wished for more; however, further PL occurred between one another and within their respective teams as teachers applied what they had learned with students. Such PL increases student learning. The evaluation reflects that community groups, online, or blended learning approaches to PL also address teacher practice on an ongoing basis - beyond the scope of iPad use, and that this PL likely positively impacts student learning. For example, teachers learn differentiation strategies, or learn how to better engage students in collaborative teams, and learn many other pedagogical skills.
In completing this artifact I learned much how to effectively evaluate existing programs, in particular those having to do with professional learning. I learned a great deal about the PL initiatives at our school in this evaluation process, including our strengths and improvement opportunities. To improve the quality of the artifact I would do a few things differently. I would include surveys given to teachers and others in the leadership team as another type of input to inform the evaluation. Anonymous surveys would likely provide additional valuable insights as to the effectiveness of the program.
The work that went into completing this artifact will impact school improvement as we successfully evaluate our programs. The impact on school improvement will be assessed by observations on program implementations, surveys, feedback from stakeholders including parents and students, teacher practice using TKES evaluations, and other less formal evaluations. To the extent the programs being evaluated impact student learning, that learning can be assessed via various formative and summative assessments.