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:
e_drake_current_reality_and_gapss.docx | |
File Size: | 3554 kb |
File Type: | docx |
Reflection:
The Current Reality and GAPSS Analysis, which was assigned in ITEC 7460, is the artifact for standard 5.3. The artifact details and evaluate the professional development that is completed at Georgia Connections Academy (GACA). I gathered the information and completed the Current Reality and GAPSS Analysis.
Standard 5.3, Program Evaluation, establishes the expectations for my demonstration of the ability to design and implement a program evaluation to determine if the professional learning deepens teacher content knowledge, improves teacher pedagogical skills, or increases student learning. In completing a Current Reality and Georgia Assessment of Performance on School Standards Analysis, I designed and implemented a program evaluation for my school to determine if the professional learning deepens teacher content knowledge, improves teacher pedagogical skills, or increases student learning. The professional learning needs at my school are identified through a collaborative analysis process using a variety of data, which is Level 3 Operational for Professional Learning Standard 1: Aligns professional learning with needs identified through analysis of a variety of data. Administrators and staff, as a practice consistently collaborate to support leadership and personal accountability and to enhance individual and collective performance. Teachers conduct action research and assume ownership of professional learning, which is Level 4 Exemplary on Professional Learning Standard 2: Establishes a culture of collaboration among administrators and staff to enhance individual and collective performance. Administrators, teacher leaders, or both regularly define expectations for the implementation of professional learning, which is Level 3 Operational on Professional Learning Standard 3: Defines expectations for implementing professional learning. Some staff members are engaged in professional learning that makes use of more than one learning design to address their identified needs, which is Level 2 Emerging on Professional Learning Standard 4: Uses multiple professional learning designs to support the various learning needs of the staff. Adequate resources and systems are in place to support and sustain professional learning, which is Level 3 Operational on Professional Learning Standard 5: Allocates resources and establishes systems to support and sustain effective professional learning. Monitoring and evaluating the impact of professional learning on staff practices occurs rarely, if ever which is Level 1 Not Evident on Professional Learning Standard 6: Monitors and evaluates the impact of professional learning on staff practices and student learning. Classroom practices of most teachers reflect skill in communicating high expectations for each student and adjusting classroom activities to meet student needs. Respect for students’ cultures and life experiences is evident through the emotionally and physically safe learning environment where students of diverse backgrounds and experiences are taught the school code of conduct to help them be successful in the school context, which is level 3 Operational on KSU ITEC Professional Learning Standard: Professional learning reinforces educators’ understanding and use of strategies for promoting equity and high expectations for all students, application of research-based teaching strategies and assessment processes, and involvement of families and other stakeholders in promoting student learning. The professional learning operationally improves teacher pedagogical skills and improves student learning.
While completing these artifacts, I learned how to complete a review of the current reality and GAPSS Analysis of my school. I learned how to use the information gathered to evaluate the needs of the school related to teacher professional development. I also learned that to do a better and more detailed review and evaluation I would need help. To improve the process, I would gather veteran and/or administrative colleagues to help acquire and evaluate the GAPSS information.
Current Reality, GAPSS and Action Plans are important for determining strategic planning steps and impact school improvement and professional development. Impact can be assessed by the level to which the school meets school improvement goals and via teacher evaluations.
Standard 5.3, Program Evaluation, establishes the expectations for my demonstration of the ability to design and implement a program evaluation to determine if the professional learning deepens teacher content knowledge, improves teacher pedagogical skills, or increases student learning. In completing a Current Reality and Georgia Assessment of Performance on School Standards Analysis, I designed and implemented a program evaluation for my school to determine if the professional learning deepens teacher content knowledge, improves teacher pedagogical skills, or increases student learning. The professional learning needs at my school are identified through a collaborative analysis process using a variety of data, which is Level 3 Operational for Professional Learning Standard 1: Aligns professional learning with needs identified through analysis of a variety of data. Administrators and staff, as a practice consistently collaborate to support leadership and personal accountability and to enhance individual and collective performance. Teachers conduct action research and assume ownership of professional learning, which is Level 4 Exemplary on Professional Learning Standard 2: Establishes a culture of collaboration among administrators and staff to enhance individual and collective performance. Administrators, teacher leaders, or both regularly define expectations for the implementation of professional learning, which is Level 3 Operational on Professional Learning Standard 3: Defines expectations for implementing professional learning. Some staff members are engaged in professional learning that makes use of more than one learning design to address their identified needs, which is Level 2 Emerging on Professional Learning Standard 4: Uses multiple professional learning designs to support the various learning needs of the staff. Adequate resources and systems are in place to support and sustain professional learning, which is Level 3 Operational on Professional Learning Standard 5: Allocates resources and establishes systems to support and sustain effective professional learning. Monitoring and evaluating the impact of professional learning on staff practices occurs rarely, if ever which is Level 1 Not Evident on Professional Learning Standard 6: Monitors and evaluates the impact of professional learning on staff practices and student learning. Classroom practices of most teachers reflect skill in communicating high expectations for each student and adjusting classroom activities to meet student needs. Respect for students’ cultures and life experiences is evident through the emotionally and physically safe learning environment where students of diverse backgrounds and experiences are taught the school code of conduct to help them be successful in the school context, which is level 3 Operational on KSU ITEC Professional Learning Standard: Professional learning reinforces educators’ understanding and use of strategies for promoting equity and high expectations for all students, application of research-based teaching strategies and assessment processes, and involvement of families and other stakeholders in promoting student learning. The professional learning operationally improves teacher pedagogical skills and improves student learning.
While completing these artifacts, I learned how to complete a review of the current reality and GAPSS Analysis of my school. I learned how to use the information gathered to evaluate the needs of the school related to teacher professional development. I also learned that to do a better and more detailed review and evaluation I would need help. To improve the process, I would gather veteran and/or administrative colleagues to help acquire and evaluate the GAPSS information.
Current Reality, GAPSS and Action Plans are important for determining strategic planning steps and impact school improvement and professional development. Impact can be assessed by the level to which the school meets school improvement goals and via teacher evaluations.