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)
Artifacts: GAPSS Part A
GAPSS Part B
Reflection:
According to the Georgia Department of Education, “The Georgia Assessment of Performance on School Standards (GAPSS) Analysis is an assessment that describes what Georgia Schools need to know, understand, and be able to do, in the same manner that the Common Core Georgia Performance Standards (CCGPS) describe what Georgia’s students need to know, understand, and be able to do.” One component of the GAPSS is professional learning. I evaluated Hand in Hand’s school improvement plan (SIP) and interviewed the principal, Mrs. Mayhall to find out how Hand in Hand’s professional learning met the GAPSS Analysis according to their rubric.
This artifact was created in ITEC 7460 and shows mastery of the standard 5.3 because I took an in-depth look at professional learning to determine if it was increasing student learning. This artifact required me to analyze what Hand in Hand had done in the past, what their current plan was and to plan for students’ future academic success.
This artifact required me to analyze our school improvement plan more deeply than our professional development sessions had. Past professional development meetings appeared to be more of a wish list on how to get things for the school. Applying the GAPSS rubric to professional learning helped me see the strengths and weaknesses in our school’s ability to create high levels of learning for students. In developing this artifact I discovered that one of Hand in Hand’s goals was to increase student learning for; economically disadvantaged students, students from major racial and ethnic groups, students with disabilities and students with limited English proficiency. According to Mrs. Mayhall, she believes technology can play a key role in increasing not only these groups of students, but all students. Mrs. Mayhall knows the school has much of the hardware, but she also understands that teachers are not utilizing it in effective ways. As SMARTBoards were in installed in every room it is obvious they are being used as glorified chalk boards and/or televisions. She understands technology is highly motivating for students and she wants to see students using technology in all subject areas.
Hand in Hand has been involved in open and collaborative professional learning for several years. However, there has been very little professional learning on implementing technology in a manner that supports student achievement. After the GAPSS review I would like to see training for teachers on how to implement technology that focuses on young children. If teachers could watch videos of others teachers using technology in meaningful and engaging ways, this might improve teachers pedagogical skills, and consequently, increase student learning.
Through the course work at KSU I have come to realize how important our School Improvement Plan is and how instrumental professional learning is in improving student learning. Many times throughout this year Mrs. Mayhall has had one of us in the program to speak for a few minutes on what we have learned. In a small way it has impacted school improvement because it changed the dialogue to focus on using technology with young students. Next year, I would like to see our school move from operational to fully operational on the GAPSS. I would also like to see more professional learning opportunities in the area of implementing the technologies we currently have. As Creighton points out, “it’s not about the boxes and wires, rather it is how technology impacts teaching and learning (Creighton, 2003, p. 34).
Reference:
Creighton, T. (2003). The principal as technology leader. Thousand Oaks, CA: Corwin Press, Inc.
According to the Georgia Department of Education, “The Georgia Assessment of Performance on School Standards (GAPSS) Analysis is an assessment that describes what Georgia Schools need to know, understand, and be able to do, in the same manner that the Common Core Georgia Performance Standards (CCGPS) describe what Georgia’s students need to know, understand, and be able to do.” One component of the GAPSS is professional learning. I evaluated Hand in Hand’s school improvement plan (SIP) and interviewed the principal, Mrs. Mayhall to find out how Hand in Hand’s professional learning met the GAPSS Analysis according to their rubric.
This artifact was created in ITEC 7460 and shows mastery of the standard 5.3 because I took an in-depth look at professional learning to determine if it was increasing student learning. This artifact required me to analyze what Hand in Hand had done in the past, what their current plan was and to plan for students’ future academic success.
This artifact required me to analyze our school improvement plan more deeply than our professional development sessions had. Past professional development meetings appeared to be more of a wish list on how to get things for the school. Applying the GAPSS rubric to professional learning helped me see the strengths and weaknesses in our school’s ability to create high levels of learning for students. In developing this artifact I discovered that one of Hand in Hand’s goals was to increase student learning for; economically disadvantaged students, students from major racial and ethnic groups, students with disabilities and students with limited English proficiency. According to Mrs. Mayhall, she believes technology can play a key role in increasing not only these groups of students, but all students. Mrs. Mayhall knows the school has much of the hardware, but she also understands that teachers are not utilizing it in effective ways. As SMARTBoards were in installed in every room it is obvious they are being used as glorified chalk boards and/or televisions. She understands technology is highly motivating for students and she wants to see students using technology in all subject areas.
Hand in Hand has been involved in open and collaborative professional learning for several years. However, there has been very little professional learning on implementing technology in a manner that supports student achievement. After the GAPSS review I would like to see training for teachers on how to implement technology that focuses on young children. If teachers could watch videos of others teachers using technology in meaningful and engaging ways, this might improve teachers pedagogical skills, and consequently, increase student learning.
Through the course work at KSU I have come to realize how important our School Improvement Plan is and how instrumental professional learning is in improving student learning. Many times throughout this year Mrs. Mayhall has had one of us in the program to speak for a few minutes on what we have learned. In a small way it has impacted school improvement because it changed the dialogue to focus on using technology with young students. Next year, I would like to see our school move from operational to fully operational on the GAPSS. I would also like to see more professional learning opportunities in the area of implementing the technologies we currently have. As Creighton points out, “it’s not about the boxes and wires, rather it is how technology impacts teaching and learning (Creighton, 2003, p. 34).
Reference:
Creighton, T. (2003). The principal as technology leader. Thousand Oaks, CA: Corwin Press, Inc.