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.
Artifact:
Reflection:
This artifact is a Mini-GAPSS Analysis of our Current Reality at Griffin Middle School as it pertains to professional learning. In this analysis, I look at the recent historical data of Griffin’s academic performance and use this data to determine a course of action for Professional Learning. I also looked at the strategies we have in place, like Data Teams, technology requirements for teacher communication, and our professional development plan for the year in this same analysis.
This artifact demonstrates mastery of Standard 5.3 because it takes a deeper look at professional learning as it pertains to teacher content knowledge and pedagogical skills and/or increased student learning. It analyzes what we have done in the past and what we need to do in the future to ensure academic success. It also discusses some of the challenges we have had in the past and how professional development, well-placed, can remedy those challenges readily.
I have learned a great deal from creating this artifact. I have had the opportunity to look more deeply into the inner workings of the whole school instead of just my classroom. This artifact has opened my eyes and broadened my perspective as to how principals run schools, and I have gotten the opportunity to see that challenges exist in whole school perspectives that do not necessarily exist in my own classroom. I have also gotten the opportunity to see the School Improvement Plan as more than just a document that we have to turn into the district every year. I have been allowed to see this plan as a fluid, supporting document which outlines our goals for the year. In many respects it is the vision and mission for any given year. In order to improve the quality of the artifact, I would have included additional headings for easier readability and I would have also included some charts and graphs outlining in a graphic way what the data conveys that our challenges are. After all, I have since learned that graphic representations of data can often say volumes more in a shorter investment of time than words can.
The work that went into creating this artifact impacted faculty development, because our training and training follow up was something that the state showed we needed. Since then, CRCT scores have returned this year and we have improved significantly over this past year. I can attribute that growth to savvy, research-based professional development via this GAPSS analysis.
This artifact demonstrates mastery of Standard 5.3 because it takes a deeper look at professional learning as it pertains to teacher content knowledge and pedagogical skills and/or increased student learning. It analyzes what we have done in the past and what we need to do in the future to ensure academic success. It also discusses some of the challenges we have had in the past and how professional development, well-placed, can remedy those challenges readily.
I have learned a great deal from creating this artifact. I have had the opportunity to look more deeply into the inner workings of the whole school instead of just my classroom. This artifact has opened my eyes and broadened my perspective as to how principals run schools, and I have gotten the opportunity to see that challenges exist in whole school perspectives that do not necessarily exist in my own classroom. I have also gotten the opportunity to see the School Improvement Plan as more than just a document that we have to turn into the district every year. I have been allowed to see this plan as a fluid, supporting document which outlines our goals for the year. In many respects it is the vision and mission for any given year. In order to improve the quality of the artifact, I would have included additional headings for easier readability and I would have also included some charts and graphs outlining in a graphic way what the data conveys that our challenges are. After all, I have since learned that graphic representations of data can often say volumes more in a shorter investment of time than words can.
The work that went into creating this artifact impacted faculty development, because our training and training follow up was something that the state showed we needed. Since then, CRCT scores have returned this year and we have improved significantly over this past year. I can attribute that growth to savvy, research-based professional development via this GAPSS analysis.