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 4a)
Artifact: Individual Teacher Technology Assessment
Reflection:
The individual teacher technology assessment was completed to interview an individual teacher regarding her opinions and gather data regarding her technology implementation in the classroom. For this artifact, I had to create two questionnaires to administer to the teacher to help gather data. I also conducted an individual interview with this teacher to clarify and expand upon the results of her questionnaire responses. The individual teacher technology assessment uses the data from the questionnaires and the interview to further analyze the responses of the teacher to determine the coaching model that will work best for this teacher regarding future technology integration in the classroom. I completed this technology assessment independently and all answers gathered were from a colleague at my current school.
Standard 5.1 sets the precedent for the conducting of needs assessments to determine strengths and weaknesses as well as use this data to inform the best approach to professional learning programs. This particular artifact demonstrates my ability to conduct several types of needs assessments to determine teacher strengths and weaknesses regarding technology use. For this artifact, the first needs assessment conducted included Levels of Technology questions to determine the teacher’s technology use. To conduct the second needs assessment, the teacher was asked how comfortable she was with change and new use of technology.
After completing these needs assessments, the data was analyzed to determine the strengths and weaknesses of this particular teacher in terms of technology use in the classroom. I then used this data to inform my decision regarding what coaching would be best for this particular teacher. The professional learning determined to be best was through individual coaching with this teacher. The specific type of coaching that would be most beneficial was determined based on the survey results.
Completing the individual teacher technology assessment was beneficial to me, especially in terms of the development of the questionnaires. I liked being able to learn how to develop effective questions to use and thought my great results were definitely dependent on my ability to develop these questions. From this experience I also learned more about the different types of coaching and how to analyze questionnaire data in relation to coaching models. In completing this teacher technology assessment in the future, I would like to interview several other teachers too just to see the different types of data and how this data relates to the types of instructional coaching. In addition, I would like to be able to have the time to follow through with the coaching recommendations and see the impact of this model long term on this specific teacher’s classroom of the individual technology teacher assessment.
The individual teacher technology assessment impacted school improvement through faculty development and indirectly through student learning. The assessment allowed the particular faculty member that participated to be able to voice her opinions and concerns regarding technology integration. In addition, I was able to tailor a coaching program for her through this assessment that would have a significant impact on her individually and as a result would impact student learning in her classroom. The impact of this individual teacher technology assessment can be assessed by examining the classroom impact of the teacher through the incorporation of technology in her classroom and future implementation of new technology and how she uses this to her advantage. The students can also be assessed by examining their assessment scores but also their engagement with classroom assignments that use technology and how this relates to previous student engagement on non-technology activities or assignments.
The individual teacher technology assessment was completed to interview an individual teacher regarding her opinions and gather data regarding her technology implementation in the classroom. For this artifact, I had to create two questionnaires to administer to the teacher to help gather data. I also conducted an individual interview with this teacher to clarify and expand upon the results of her questionnaire responses. The individual teacher technology assessment uses the data from the questionnaires and the interview to further analyze the responses of the teacher to determine the coaching model that will work best for this teacher regarding future technology integration in the classroom. I completed this technology assessment independently and all answers gathered were from a colleague at my current school.
Standard 5.1 sets the precedent for the conducting of needs assessments to determine strengths and weaknesses as well as use this data to inform the best approach to professional learning programs. This particular artifact demonstrates my ability to conduct several types of needs assessments to determine teacher strengths and weaknesses regarding technology use. For this artifact, the first needs assessment conducted included Levels of Technology questions to determine the teacher’s technology use. To conduct the second needs assessment, the teacher was asked how comfortable she was with change and new use of technology.
After completing these needs assessments, the data was analyzed to determine the strengths and weaknesses of this particular teacher in terms of technology use in the classroom. I then used this data to inform my decision regarding what coaching would be best for this particular teacher. The professional learning determined to be best was through individual coaching with this teacher. The specific type of coaching that would be most beneficial was determined based on the survey results.
Completing the individual teacher technology assessment was beneficial to me, especially in terms of the development of the questionnaires. I liked being able to learn how to develop effective questions to use and thought my great results were definitely dependent on my ability to develop these questions. From this experience I also learned more about the different types of coaching and how to analyze questionnaire data in relation to coaching models. In completing this teacher technology assessment in the future, I would like to interview several other teachers too just to see the different types of data and how this data relates to the types of instructional coaching. In addition, I would like to be able to have the time to follow through with the coaching recommendations and see the impact of this model long term on this specific teacher’s classroom of the individual technology teacher assessment.
The individual teacher technology assessment impacted school improvement through faculty development and indirectly through student learning. The assessment allowed the particular faculty member that participated to be able to voice her opinions and concerns regarding technology integration. In addition, I was able to tailor a coaching program for her through this assessment that would have a significant impact on her individually and as a result would impact student learning in her classroom. The impact of this individual teacher technology assessment can be assessed by examining the classroom impact of the teacher through the incorporation of technology in her classroom and future implementation of new technology and how she uses this to her advantage. The students can also be assessed by examining their assessment scores but also their engagement with classroom assignments that use technology and how this relates to previous student engagement on non-technology activities or assignments.