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: GAPSS Part A
Reflection:
The artifact “GAPSS Part A” was created in ITEC 7460 Professional Learning and Technology Innovation. This artifact was created to assess the current state of my high school in terms of GAPSS requirements. I examined the school’s vision statement, conducted a needs assessment, and evaluated professional learning, alignment to school improvement goals, funding and incentives, diversity, collaboration, and evaluation. To accomplish all of this, I conducted an interview with my school’s principal and examined the school’s strategic plan.
The element of Program Evaluation under the Standard of Professional Learning and Program Evaluation was mastered with this artifact in several different ways. In my GAPSS Part A paper, I designed and implemented a program evaluation of my high school and its current professional learning process. I evaluated teacher content knowledge initiatives as well as the drive to incorporate more literacy and writing across the curriculum professional development courses. Literacy and writing across the curriculum courses have a clear purpose of increasing teachers’ pedagogical skills, thus increasing student learning. In detail, I examined the school’s vision statement and then I looked at the various professional development initiatives taking place and how those line up with the vision statement. Additionally, I evaluated the seeming lack of focus on teaching diverse learners and concluded that the focus on teaching to a variety of learners is, in fact, focusing on diversity.
While completing this artifact, I learned a great deal about program evaluation. I never really understood how much work went into completing a GAPSS review, even though I have participated in multiple teacher interviews by GAPSS reviewers. The process I utilized to conduct my GAPSS review and evaluation of the current reality was lengthy. When I interviewed the principal, I came to the understanding that making decisions on professional learning is a complex process. There are always items on which you wish you were able to focus more attention. The reality is that professional learning takes time and money, and winnowing down what is most important is complex. One thing I wish I had done differently on this artifact is that it would have been helpful to have teacher interviews on their thoughts on professional learning as well. I think this would have dramatically increased the depth of my review.
The work that went into creating this artifact will impact school improvement and faculty development as I evaluated school improvement goals and faculty development through professional learning. Overall, our professional learning at my school is tied to school improvement goals of increasing literacy throughout the school. This impact can be evaluated by examining the Georgia High School Writing Test scores each year.
The artifact “GAPSS Part A” was created in ITEC 7460 Professional Learning and Technology Innovation. This artifact was created to assess the current state of my high school in terms of GAPSS requirements. I examined the school’s vision statement, conducted a needs assessment, and evaluated professional learning, alignment to school improvement goals, funding and incentives, diversity, collaboration, and evaluation. To accomplish all of this, I conducted an interview with my school’s principal and examined the school’s strategic plan.
The element of Program Evaluation under the Standard of Professional Learning and Program Evaluation was mastered with this artifact in several different ways. In my GAPSS Part A paper, I designed and implemented a program evaluation of my high school and its current professional learning process. I evaluated teacher content knowledge initiatives as well as the drive to incorporate more literacy and writing across the curriculum professional development courses. Literacy and writing across the curriculum courses have a clear purpose of increasing teachers’ pedagogical skills, thus increasing student learning. In detail, I examined the school’s vision statement and then I looked at the various professional development initiatives taking place and how those line up with the vision statement. Additionally, I evaluated the seeming lack of focus on teaching diverse learners and concluded that the focus on teaching to a variety of learners is, in fact, focusing on diversity.
While completing this artifact, I learned a great deal about program evaluation. I never really understood how much work went into completing a GAPSS review, even though I have participated in multiple teacher interviews by GAPSS reviewers. The process I utilized to conduct my GAPSS review and evaluation of the current reality was lengthy. When I interviewed the principal, I came to the understanding that making decisions on professional learning is a complex process. There are always items on which you wish you were able to focus more attention. The reality is that professional learning takes time and money, and winnowing down what is most important is complex. One thing I wish I had done differently on this artifact is that it would have been helpful to have teacher interviews on their thoughts on professional learning as well. I think this would have dramatically increased the depth of my review.
The work that went into creating this artifact will impact school improvement and faculty development as I evaluated school improvement goals and faculty development through professional learning. Overall, our professional learning at my school is tied to school improvement goals of increasing literacy throughout the school. This impact can be evaluated by examining the Georgia High School Writing Test scores each year.