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 Review & Current Reality
Reflection:
The Georgia Assessment of Performance on School Standards (GAPSS) Review and Current Reality was completed to examine the professional learning opportunities at Lassiter High School in terms of alignment to school improvement goals, funding and incentives, diversity, collaboration, and evaluation. To complete this review, I had to first develop a vision that incorporated technology use and the incorporation of professional development. Then, I had to conduct a needs assessment to determine what the needs are for professional development and decipher the needs that are being met from the needs that are not being met. I completed this review and current reality independently but did have some insight from fellow colleagues regarding some of the topics of the review.
Standard 5.3 establishes the criteria for the design and implementation of program evaluations to determine professional learning effectiveness based on teacher content knowledge, improved teacher pedagogical skills, and increased student learning. This artifact demonstrates my ability to design an evaluation to determine the needs of professional development within the school. The implementation of professional development can then be based off my initial program design to determine what needs are being met for teachers and which needs they still have and will require additional professional development to achieve.
The review and current reality also addresses the deepening of content knowledge, improvement of teacher pedagogical skills, and increased student learning. In the design of the current reality, the data demonstrated an effective approach by the school to improve pedagogical skills through professional learning, as many teachers have options to attend various breakout sessions for areas they feel need more practice or areas they have a desire to improve. The current reality determined that the overall effectiveness of professional development to deepen content knowledge could be improved as many teachers are not given ample opportunity to attend professional development related to their specific content. My current reality and review determined that there are broad sessions offered (science, literature, math, etc.) but specific course professional development is rarely offered. Because teachers are free to choose the professional development they attend and how often, professional development effectiveness exists on a case by case basis in terms of student learning. Depending on the amount of professional development of each teacher depends on the effectiveness of student learning.
In completing the current reality and GAPSS review, I learned much more about the professional development programs in place at my school and at the county level. I knew of some of the professional development options offered, but did not realized the breadth of options for all departments. I learned that the county offers ample amounts of pedagogy-based professional development but is lacking in the content knowledge professional learning options. I also saw areas of improvement that I can directly impact and has given me a new focus when being asked to lead professional development sessions. In doing this review and current reality differently, I would like to also seek input and advice from leaders at the county level to gather their knowledge and opinions regarding professional development at the individual school level and county level.
The current reality and GAPSS review was beneficial to school improvement and faculty development and indirectly to student learning. The faculty members at the school participate in professional learning regularly and as a result improve in both content and practice. This improvement is then reflected in the students as their teachers grow and learn so do the students. School improvement was also impacted in that when all the faculty are offered improved professional development options, the school improves as a whole because the faculty have improved. All of this improvement can be assessed by examining school scores against other schools in terms of test scores and other county measures of assessment. If the scores are improving, then the professional development improvements have been a factor in this improvement. Student assessment scores and graduation rates should also improve as the faculty continues to receive improved professional development training.
The Georgia Assessment of Performance on School Standards (GAPSS) Review and Current Reality was completed to examine the professional learning opportunities at Lassiter High School in terms of alignment to school improvement goals, funding and incentives, diversity, collaboration, and evaluation. To complete this review, I had to first develop a vision that incorporated technology use and the incorporation of professional development. Then, I had to conduct a needs assessment to determine what the needs are for professional development and decipher the needs that are being met from the needs that are not being met. I completed this review and current reality independently but did have some insight from fellow colleagues regarding some of the topics of the review.
Standard 5.3 establishes the criteria for the design and implementation of program evaluations to determine professional learning effectiveness based on teacher content knowledge, improved teacher pedagogical skills, and increased student learning. This artifact demonstrates my ability to design an evaluation to determine the needs of professional development within the school. The implementation of professional development can then be based off my initial program design to determine what needs are being met for teachers and which needs they still have and will require additional professional development to achieve.
The review and current reality also addresses the deepening of content knowledge, improvement of teacher pedagogical skills, and increased student learning. In the design of the current reality, the data demonstrated an effective approach by the school to improve pedagogical skills through professional learning, as many teachers have options to attend various breakout sessions for areas they feel need more practice or areas they have a desire to improve. The current reality determined that the overall effectiveness of professional development to deepen content knowledge could be improved as many teachers are not given ample opportunity to attend professional development related to their specific content. My current reality and review determined that there are broad sessions offered (science, literature, math, etc.) but specific course professional development is rarely offered. Because teachers are free to choose the professional development they attend and how often, professional development effectiveness exists on a case by case basis in terms of student learning. Depending on the amount of professional development of each teacher depends on the effectiveness of student learning.
In completing the current reality and GAPSS review, I learned much more about the professional development programs in place at my school and at the county level. I knew of some of the professional development options offered, but did not realized the breadth of options for all departments. I learned that the county offers ample amounts of pedagogy-based professional development but is lacking in the content knowledge professional learning options. I also saw areas of improvement that I can directly impact and has given me a new focus when being asked to lead professional development sessions. In doing this review and current reality differently, I would like to also seek input and advice from leaders at the county level to gather their knowledge and opinions regarding professional development at the individual school level and county level.
The current reality and GAPSS review was beneficial to school improvement and faculty development and indirectly to student learning. The faculty members at the school participate in professional learning regularly and as a result improve in both content and practice. This improvement is then reflected in the students as their teachers grow and learn so do the students. School improvement was also impacted in that when all the faculty are offered improved professional development options, the school improves as a whole because the faculty have improved. All of this improvement can be assessed by examining school scores against other schools in terms of test scores and other county measures of assessment. If the scores are improving, then the professional development improvements have been a factor in this improvement. Student assessment scores and graduation rates should also improve as the faculty continues to receive improved professional development training.