Standard 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)
Artifacts: Action & Evaluation Plan GAPSS Review/Current Reality
To demonstrate standard 5.3, I will use my GAPSS Review/Current Reality paper from ITEC 7460: Professional Learning & Tech Innovation. This artifact required me to evaluate and assess the overall effectiveness of my school's GAPSS (Georgia Assessment of Performance on School Standards) requirements. In order to perform the review and address the current reality, I evaluated diversity, professional learning needs, funding and incentives, and collaboration. In addition, I discussed this topic with the principal and our Director of Professional Learning and School Improvement.
My GAPSS Review/Current Reality required me to design and implement an evaluation to determine the overall effectiveness of professional learning on deepening teacher content knowledge. Although there are several opportunities for teachers to get professional learning for math, science, and technology, the school currently has no professional development plan. As it stands, the math, science, and technology coaches are easy accessible and include many of the teachers at the school in professional learning. Because we just went through AdvancED and the GADOE will be requiring PLCs next year, professional learning will be written into future school improvement plans.
This artifact demonstrated how professional learning is tied to multiple initiatives and can be easily overlooked because administrators may not want to battle a teacher’s “one more thing” dogma in the school. In addition, I learned about the effectiveness of professional learning on deepening teacher content knowledge, improving teacher pedagogy and increasing student learning. Our teachers have access to professional learning, but no one is giving them guidance.
This artifact will greatly impact my school improvement. This artifact has helped me better understand how school improvement goals should be tied to a vision, preferably form the system or GADOE. This experience has aided me in being a voice for setting clear expectations and being a voice for teachers who prefer guidance when it comes to professional learning over no road map for professional learning.
My GAPSS Review/Current Reality required me to design and implement an evaluation to determine the overall effectiveness of professional learning on deepening teacher content knowledge. Although there are several opportunities for teachers to get professional learning for math, science, and technology, the school currently has no professional development plan. As it stands, the math, science, and technology coaches are easy accessible and include many of the teachers at the school in professional learning. Because we just went through AdvancED and the GADOE will be requiring PLCs next year, professional learning will be written into future school improvement plans.
This artifact demonstrated how professional learning is tied to multiple initiatives and can be easily overlooked because administrators may not want to battle a teacher’s “one more thing” dogma in the school. In addition, I learned about the effectiveness of professional learning on deepening teacher content knowledge, improving teacher pedagogy and increasing student learning. Our teachers have access to professional learning, but no one is giving them guidance.
This artifact will greatly impact my school improvement. This artifact has helped me better understand how school improvement goals should be tied to a vision, preferably form the system or GADOE. This experience has aided me in being a voice for setting clear expectations and being a voice for teachers who prefer guidance when it comes to professional learning over no road map for professional learning.