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)
Artifact: ITEC 7460 GSAPS Review / Current Reality
Reflection:
Through GSAPS Review that I conducted of DCHS, I was able to design and implement a program evaluation to determine if the professional learning provided deepens teacher content knowledge, improves teacher pedagogical skills and/or increases student learning.
For this artifact, I first interviewed the CTAE Director at DCHS. I also spoke with the Assistant Principal of Curriculum to discuss professional learning content and strategies. I also used the newly developed School Improvement Plan Goals to assist me in the process. (I worked with the leadership team to develop these goals at a county-wide SIP workshop.) I designed and implemented a program evaluation by sending out a survey, questioning teachers about their needs to improve student learning and what types of professional learning they needed to deepen their content knowledge, improve teacher pedagogical skills, or increase student learning.
I spoke with my colleagues about individual content knowledge and pedagogical skills. We discussed areas for improvement and professional learning that they already were incorporating to improve student achievement. I also examined EOCT data and SIP Goals. I spoke with administration to determine professional learning that was already in place to increase student learning and help attain these goals. Through these steps in this process, I was able to design and implement a program evaluation to determine if the professional leaning at DCHS deepens teacher content knowledge, improves teacher pedagogical skills, and/or increases student learning.
Through this program evaluation, I learned that many teachers felt extremely comfortable with content knowledge, even if some had lower test scores (comparatively speaking). However, they related the lower scores to the recent changes in curriculum and tests not aligning with curriculum standards (i.e. math). They were hopeful that the test would be rewritten and that future test scores in these areas would be corrected by a better –aligned test.
I would change interviewing the CTAE Director first. Going into this analysis, I thought that this person would be the place to start. However, the Assistant Principal of Curriculum was more knowledgeable regarding test data, professional learning and school goals.
This artifact greatly impact school improvement because it identified and analyzed the effectiveness of professional learning directly relating to school goals and student improvement. The theme was the effectiveness of faculty development. By creating this artifact, I was able to successfully identify what DCHS was doing to continue faculty development, school improvement and student learning to achieve its goals in these areas. The impact of the this experience can be assessed by comparing previous student EOCT scores to future scores after the professional learning has taken place and teachers have implemented strategies from the professional learning opportunities. Teachers can also be surveyed again (using the same survey I created) and the results can be compared to the previous survey results. This would determine the teachers’ confidence and ability levels to improve student achievement.
Through GSAPS Review that I conducted of DCHS, I was able to design and implement a program evaluation to determine if the professional learning provided deepens teacher content knowledge, improves teacher pedagogical skills and/or increases student learning.
For this artifact, I first interviewed the CTAE Director at DCHS. I also spoke with the Assistant Principal of Curriculum to discuss professional learning content and strategies. I also used the newly developed School Improvement Plan Goals to assist me in the process. (I worked with the leadership team to develop these goals at a county-wide SIP workshop.) I designed and implemented a program evaluation by sending out a survey, questioning teachers about their needs to improve student learning and what types of professional learning they needed to deepen their content knowledge, improve teacher pedagogical skills, or increase student learning.
I spoke with my colleagues about individual content knowledge and pedagogical skills. We discussed areas for improvement and professional learning that they already were incorporating to improve student achievement. I also examined EOCT data and SIP Goals. I spoke with administration to determine professional learning that was already in place to increase student learning and help attain these goals. Through these steps in this process, I was able to design and implement a program evaluation to determine if the professional leaning at DCHS deepens teacher content knowledge, improves teacher pedagogical skills, and/or increases student learning.
Through this program evaluation, I learned that many teachers felt extremely comfortable with content knowledge, even if some had lower test scores (comparatively speaking). However, they related the lower scores to the recent changes in curriculum and tests not aligning with curriculum standards (i.e. math). They were hopeful that the test would be rewritten and that future test scores in these areas would be corrected by a better –aligned test.
I would change interviewing the CTAE Director first. Going into this analysis, I thought that this person would be the place to start. However, the Assistant Principal of Curriculum was more knowledgeable regarding test data, professional learning and school goals.
This artifact greatly impact school improvement because it identified and analyzed the effectiveness of professional learning directly relating to school goals and student improvement. The theme was the effectiveness of faculty development. By creating this artifact, I was able to successfully identify what DCHS was doing to continue faculty development, school improvement and student learning to achieve its goals in these areas. The impact of the this experience can be assessed by comparing previous student EOCT scores to future scores after the professional learning has taken place and teachers have implemented strategies from the professional learning opportunities. Teachers can also be surveyed again (using the same survey I created) and the results can be compared to the previous survey results. This would determine the teachers’ confidence and ability levels to improve student achievement.