5.3 - Needs Assessment
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:
In these learning experiences, I was asked to evaluate the current state of professional development and make recommendations based on research-informed best practices. In the current reality analysis, I outlined the vision for technology use, the ways in which professional development needs are identified, the types of professional learning (including technology-related professional learning), professional development support, alignment to school goals, funding sources, incentives for professional learning, diversity issues in professional development, and an evaluation of professional practices. In the GAPSS Review, I evaluated professional learning using a GAPSS review template, rating professional learning at the school as Fully Operational, Operational, Emergent, or Not Addressed, providing evidence and recommendations for each of the 17 categories. Though this was an individual class assignment, it was completed in collaboration with teacher leaders and the instructional supervisor of the school.
Standard 5.3, Program Evaluation, requires that candidates demonstrate the ability to “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). The two artifacts in this learning experience are evidence of my ability to do so. In both parts of this review, I analyzed the current reality of professional learning by distinguishing between the different aspects of professional learning, specifically teacher content knowledge, teacher pedagogical skills, or increase of student learning. The review included an analysis of each of the following categories: learning teams, learning community, instructional leadership development and service, school culture for team learning and continuous improvement, job-embedded learning and collaboration, resources support job-embedded professional learning, collaborative analysis of data, evaluating impact of professional learning, interpreting and using research results, long-term, in-depth professional learning, alignment of professional learning with expected outcomes, building capacity to use research results, knowledge about effective group processes, classroom practices reflect an emotionally and physically safe learning environment, deep understanding of subject matter and instructional strategies, sustained development of deep understanding of content and strategies, and partnerships to support student learning. Each category was evaluated in how it impacted teacher content knowledge, teacher pedagogical skills, or increase of student learning. Recommendations were made for each, indications of my ability to design and implement a program evaluation.
This learning experience was valuable in that it taught me how to break down professional learning in a way that was less difficult by separating it into various categories. Prior to this learning experience, I had an idea in my head of what the status of professional learning was in this school but identifying areas of strengths and weakness actually helps me more effectively design future professional development for this school. If I were to go back and redo this assignment, I would start gathering evidence earlier. Some recommendations are not as strong due to lack of evidence.
The impact this learning experience had on faculty development can be analyzed in the way I design future learning experiences for the teachers I work with. Analyzing the current state of professional learning and taking into account the recommendations I have made will make faculty development more effective. As these recommendations are put into practice, student learning and school improvement will be positively impacted, as evidenced by teachers implementing strategies learned in professional development.
In these learning experiences, I was asked to evaluate the current state of professional development and make recommendations based on research-informed best practices. In the current reality analysis, I outlined the vision for technology use, the ways in which professional development needs are identified, the types of professional learning (including technology-related professional learning), professional development support, alignment to school goals, funding sources, incentives for professional learning, diversity issues in professional development, and an evaluation of professional practices. In the GAPSS Review, I evaluated professional learning using a GAPSS review template, rating professional learning at the school as Fully Operational, Operational, Emergent, or Not Addressed, providing evidence and recommendations for each of the 17 categories. Though this was an individual class assignment, it was completed in collaboration with teacher leaders and the instructional supervisor of the school.
Standard 5.3, Program Evaluation, requires that candidates demonstrate the ability to “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). The two artifacts in this learning experience are evidence of my ability to do so. In both parts of this review, I analyzed the current reality of professional learning by distinguishing between the different aspects of professional learning, specifically teacher content knowledge, teacher pedagogical skills, or increase of student learning. The review included an analysis of each of the following categories: learning teams, learning community, instructional leadership development and service, school culture for team learning and continuous improvement, job-embedded learning and collaboration, resources support job-embedded professional learning, collaborative analysis of data, evaluating impact of professional learning, interpreting and using research results, long-term, in-depth professional learning, alignment of professional learning with expected outcomes, building capacity to use research results, knowledge about effective group processes, classroom practices reflect an emotionally and physically safe learning environment, deep understanding of subject matter and instructional strategies, sustained development of deep understanding of content and strategies, and partnerships to support student learning. Each category was evaluated in how it impacted teacher content knowledge, teacher pedagogical skills, or increase of student learning. Recommendations were made for each, indications of my ability to design and implement a program evaluation.
This learning experience was valuable in that it taught me how to break down professional learning in a way that was less difficult by separating it into various categories. Prior to this learning experience, I had an idea in my head of what the status of professional learning was in this school but identifying areas of strengths and weakness actually helps me more effectively design future professional development for this school. If I were to go back and redo this assignment, I would start gathering evidence earlier. Some recommendations are not as strong due to lack of evidence.
The impact this learning experience had on faculty development can be analyzed in the way I design future learning experiences for the teachers I work with. Analyzing the current state of professional learning and taking into account the recommendations I have made will make faculty development more effective. As these recommendations are put into practice, student learning and school improvement will be positively impacted, as evidenced by teachers implementing strategies learned in professional development.