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
Reflection:
The artifact used to provide evidence of this standard is a GAPSS Review. This evaluation determined the overall effectiveness of professional learning through various standards. Professional learning is the way teachers, administrators, and other employees gain knowledge and skills on topics which directly affect the classroom or school. In order to accurately review the school, several pieces of data were collected. Some of the data was school specific while other pieces were district specific. The data used from the school was results such as STAR Testing, Benchmark Tests, and School Improvement Plans. The data used from the district included survey results and the Comprehensive Title Plan.
The GAPSS Review allows the candidate to review each professional learning standard and rate them based on Not Addressed, Emergent, Operational, and Fully Operational. The review also provides for the evidence to support the position the school is in as well as comments on how to improve the grade. The GAPSS Review is based around three main professional learning standards.
The first standard is regarding the context of the professional learning. Who is participating in the professional learning? What does the
professional learning relate to? Is the professional learning focused on continuous improvement? Under this standard are different strands to help answer the questions. The strands relate to learning communities, job-embedded performance, and instructional development. All of these strands are directly related. It is important learning communities are established in order to help improve professional learning. Through professional learning, job-embedded performance should begin to reach a higher level. Teachers should be able to implement and practice things they have learned through instructional development.
The second standard pertains to the process. How is professional learning aligned with goals, data, and research within the school? Is the professional learning aligned with the adult-learning theory? The adult-learner theory puts everyone on the same level. Within this standard teachers and administrators work together to gather and continuously analyze data. Additionally, teachers should continue to evaluating data through professional
learning. Using surveys from teachers and administrators could help in the determination of what professional learning should be attended and how. The
professional learning should be continuous with goals attached as to where the school wants to be.
The final standard discusses the content. Does professional learning reinforce understanding and strategies of the teacher? Is professional learning aligned to high student achievement goals? This standard reiterates the importance of teachers creating a safe learning environment for students. In
order to do this, teachers should have a deep understanding of research based strategies. There should also be a support system for student learning. For
instance, having an intervention team, parent liaison, or even a parapro to assist the teacher in critical times may be necessary.
The GAPSS Review is essential to professional learning. The GAPSS Review gives great detail into not only attending professional learning but its effectiveness. The review allows for the review of expected learning outcomes, review of the impact professional learning has on instructional
strategies, and the review of the impact it has on student success.
Overall, the GAPSS Review was a very difficult task. It gave me a look into the side of professional learning I had never experienced. I feel just by seeing this template, I am now able to adjust my professional learning so that it makes an impact on those attending. Additionally, it gave me a different view than just a teacher. The insight I have into its importance is now different.
In order to maximize success of professional learning, the school must be fully operational. The GAPSS Review gives great detail as to what is expected in a fully operational environment. While this would be challenging to obtain, it is not impossible.
Artifact: GAPSS Review
Reflection:
The artifact used to provide evidence of this standard is a GAPSS Review. This evaluation determined the overall effectiveness of professional learning through various standards. Professional learning is the way teachers, administrators, and other employees gain knowledge and skills on topics which directly affect the classroom or school. In order to accurately review the school, several pieces of data were collected. Some of the data was school specific while other pieces were district specific. The data used from the school was results such as STAR Testing, Benchmark Tests, and School Improvement Plans. The data used from the district included survey results and the Comprehensive Title Plan.
The GAPSS Review allows the candidate to review each professional learning standard and rate them based on Not Addressed, Emergent, Operational, and Fully Operational. The review also provides for the evidence to support the position the school is in as well as comments on how to improve the grade. The GAPSS Review is based around three main professional learning standards.
The first standard is regarding the context of the professional learning. Who is participating in the professional learning? What does the
professional learning relate to? Is the professional learning focused on continuous improvement? Under this standard are different strands to help answer the questions. The strands relate to learning communities, job-embedded performance, and instructional development. All of these strands are directly related. It is important learning communities are established in order to help improve professional learning. Through professional learning, job-embedded performance should begin to reach a higher level. Teachers should be able to implement and practice things they have learned through instructional development.
The second standard pertains to the process. How is professional learning aligned with goals, data, and research within the school? Is the professional learning aligned with the adult-learning theory? The adult-learner theory puts everyone on the same level. Within this standard teachers and administrators work together to gather and continuously analyze data. Additionally, teachers should continue to evaluating data through professional
learning. Using surveys from teachers and administrators could help in the determination of what professional learning should be attended and how. The
professional learning should be continuous with goals attached as to where the school wants to be.
The final standard discusses the content. Does professional learning reinforce understanding and strategies of the teacher? Is professional learning aligned to high student achievement goals? This standard reiterates the importance of teachers creating a safe learning environment for students. In
order to do this, teachers should have a deep understanding of research based strategies. There should also be a support system for student learning. For
instance, having an intervention team, parent liaison, or even a parapro to assist the teacher in critical times may be necessary.
The GAPSS Review is essential to professional learning. The GAPSS Review gives great detail into not only attending professional learning but its effectiveness. The review allows for the review of expected learning outcomes, review of the impact professional learning has on instructional
strategies, and the review of the impact it has on student success.
Overall, the GAPSS Review was a very difficult task. It gave me a look into the side of professional learning I had never experienced. I feel just by seeing this template, I am now able to adjust my professional learning so that it makes an impact on those attending. Additionally, it gave me a different view than just a teacher. The insight I have into its importance is now different.
In order to maximize success of professional learning, the school must be fully operational. The GAPSS Review gives great detail as to what is expected in a fully operational environment. While this would be challenging to obtain, it is not impossible.