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/Professional Learning Current Reality (Part A) (Part B)
Standard 5.3
The GAPSS Review/Professional Learning Current Reality was created for the Professional Learning and Technology Innovations course. The purpose of the assignment was to become familiar with the GAPSS analysis process and look at how school initiatives fit into the larger context of school improvement. Part A of the assignment entailed interviewing the principal and discussing professional learning and technology in the school improvement plan. Additionally, part of the conversation was devoted to getting insight into the principal’s expectations for a technology coach. The conversation also looked at potential individuals to coach and also identifying a professional learning workshop need. Part B of the assignment involved completing a Georgia Department of Education-created GAPSS analysis. This entailed providing detailed evidence to support numerous professional learning standards embedded in the GAPSS analysis template.
The artifact demonstrates my 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. Completing both the principal interview and the GAPSS analysis template was a challenging assignment that taught me a great deal about thoroughly evaluating a program’s effectiveness with technology. Not only did I have to find evidence via an interview, but I also had to take a comprehensive look at the larger picture of technology of Buford Elementary which was an interesting and challenging process. Ultimately, I feel that the synthesis of my findings in part A and also the evaluation of findings against the GAPSS analysis template and rubric are indicators that I have mastered the Program Evaluation standard. By looking at all aspects of technology at Buford Elementary, I gained the knowledge, skills, and dispositions needed of an instructional technology professional as it pertains to evaluating program effectiveness.
If I were to revisit a GAPSS analysis of my school, I think findings would be more accurate if I wasn’t the sole one conducting the analysis. In my role, I provide a majority of my school’s technology-focused professional development. I can’t help but wonder how my subconscious biases might’ve influenced findings. If I were to conduct the GAPSS analysis again, I would think it would be befitting to team with the school’s leadership committee to gain additional opinions and perspectives.
Overall, I gained a great deal of insight into how to evaluate a school’s professional learning programs. The GAPSS process is a lengthy and thorough endeavor that taught me a great deal about looking at all angles of the school to uncover every single instructional initiative. Upon completion of parts A and B of the GAPSS Review, I was able to share the findings with my principal which directly impacted school improvement. She was able to use the findings to address professional learning needs for the 2015-2016 school year.
The GAPSS Review/Professional Learning Current Reality was created for the Professional Learning and Technology Innovations course. The purpose of the assignment was to become familiar with the GAPSS analysis process and look at how school initiatives fit into the larger context of school improvement. Part A of the assignment entailed interviewing the principal and discussing professional learning and technology in the school improvement plan. Additionally, part of the conversation was devoted to getting insight into the principal’s expectations for a technology coach. The conversation also looked at potential individuals to coach and also identifying a professional learning workshop need. Part B of the assignment involved completing a Georgia Department of Education-created GAPSS analysis. This entailed providing detailed evidence to support numerous professional learning standards embedded in the GAPSS analysis template.
The artifact demonstrates my 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. Completing both the principal interview and the GAPSS analysis template was a challenging assignment that taught me a great deal about thoroughly evaluating a program’s effectiveness with technology. Not only did I have to find evidence via an interview, but I also had to take a comprehensive look at the larger picture of technology of Buford Elementary which was an interesting and challenging process. Ultimately, I feel that the synthesis of my findings in part A and also the evaluation of findings against the GAPSS analysis template and rubric are indicators that I have mastered the Program Evaluation standard. By looking at all aspects of technology at Buford Elementary, I gained the knowledge, skills, and dispositions needed of an instructional technology professional as it pertains to evaluating program effectiveness.
If I were to revisit a GAPSS analysis of my school, I think findings would be more accurate if I wasn’t the sole one conducting the analysis. In my role, I provide a majority of my school’s technology-focused professional development. I can’t help but wonder how my subconscious biases might’ve influenced findings. If I were to conduct the GAPSS analysis again, I would think it would be befitting to team with the school’s leadership committee to gain additional opinions and perspectives.
Overall, I gained a great deal of insight into how to evaluate a school’s professional learning programs. The GAPSS process is a lengthy and thorough endeavor that taught me a great deal about looking at all angles of the school to uncover every single instructional initiative. Upon completion of parts A and B of the GAPSS Review, I was able to share the findings with my principal which directly impacted school improvement. She was able to use the findings to address professional learning needs for the 2015-2016 school year.