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 Current Reality and GSAPS Review Rubric
The artifact I am using to design and implement evaluations to determine the overall effectiveness of professional learning by deepening teacher content knowledge, improving teacher pedagogical skills and or increasing student learning is the current reality and GSAPS review rubric I completed in ITEC 7460. The purpose of this artifact is to evaluate the currently reality of technology workshops and teacher training to support student learning and content standards and highlight the school growth plan objectives by area.
This artifact supports the ability to design and implement a program evaluation to determine the professional learning activities that deepens teachers content knowledge, improve pedagogical skills and increase student learning through a comprehensive review of the current programs and professional learning activities Whitehead provides for teachers. In the review, one section provides an analysis of several technology-enhancing professional learning opportunities that supports teacher’s content knowledge, pedagogical skills and student learning. Google Tour training offers support in building teacher content knowledge through mapping out specific sites of key historical events. Digital resources and tools engage learners in digital storytelling as they explore, use digital images, voice-overs and the creation of digital artifacts for peer review. Students explore an era or event through multiple perspectives as they share and collaborate through digital storytelling using Google Tour Builder. Maps and digital resources in social students enhance student-learning opportunities in various ways (Roblyer, 2016, p. 344-345). The use of professional learning to support the use of resources such as Google Tour Builder enhance teacher pedagogical practice by engaging teachers with resources that support content knowledge and student learning. Bringing all three components full circle to increase student engagement and achievement. This is only one example of the ways Whitehead is engaging in professional learning to support teachers and students.
After completing this artifact, I am prepared to evaluate professional learning opportunities to support teacher and student achievement. This summary provides a deep understanding of how to align school growth plans to professional learning needs. The alignment and intentional focus on teacher improvement in the area of content and pedagogical skills means students can be successful and engage with the content in authentic ways.
Faculty development was at the core of this particular assignment. Not only am I more aware of how professional learning aligns to the school growth plans, but my fellow colleagues participation in these professional learning ensures school improvement. Alignment is critical to develop faculty, increase student’s achievement and in turn make gains in school improvement.
References
Roblyer, M. D. (2016). Integrating educational technology into teaching (7th ed.). Boston: Pearson.
This artifact supports the ability to design and implement a program evaluation to determine the professional learning activities that deepens teachers content knowledge, improve pedagogical skills and increase student learning through a comprehensive review of the current programs and professional learning activities Whitehead provides for teachers. In the review, one section provides an analysis of several technology-enhancing professional learning opportunities that supports teacher’s content knowledge, pedagogical skills and student learning. Google Tour training offers support in building teacher content knowledge through mapping out specific sites of key historical events. Digital resources and tools engage learners in digital storytelling as they explore, use digital images, voice-overs and the creation of digital artifacts for peer review. Students explore an era or event through multiple perspectives as they share and collaborate through digital storytelling using Google Tour Builder. Maps and digital resources in social students enhance student-learning opportunities in various ways (Roblyer, 2016, p. 344-345). The use of professional learning to support the use of resources such as Google Tour Builder enhance teacher pedagogical practice by engaging teachers with resources that support content knowledge and student learning. Bringing all three components full circle to increase student engagement and achievement. This is only one example of the ways Whitehead is engaging in professional learning to support teachers and students.
After completing this artifact, I am prepared to evaluate professional learning opportunities to support teacher and student achievement. This summary provides a deep understanding of how to align school growth plans to professional learning needs. The alignment and intentional focus on teacher improvement in the area of content and pedagogical skills means students can be successful and engage with the content in authentic ways.
Faculty development was at the core of this particular assignment. Not only am I more aware of how professional learning aligns to the school growth plans, but my fellow colleagues participation in these professional learning ensures school improvement. Alignment is critical to develop faculty, increase student’s achievement and in turn make gains in school improvement.
References
Roblyer, M. D. (2016). Integrating educational technology into teaching (7th ed.). Boston: Pearson.