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: Survey Results
Reflection:
This document is a spreadsheet of the results from an evaluation that was performed on me by staff members based on a workshop I facilitated. I developed this evaluation using Socrative to solicit feedback on the efficacy of the workshop I delivered. The survey response includes answers based on a Likert Scale, and respondents had the opportunity to comment as well. I delivered the workshop in the fall of 2014, and the survey was conducted at the end of this workshop delivery. This was created in conjunction with the 7460 ITEC course entitled, “Professional Learning and Technology Innovations” which I finished in the fall of 2014.
Standard 5.3 indicates, “candidates design and implement program evaluations to determine the overall effectiveness of professional learning on deepening teacher content knowledge, improving teacher pedagogical kills and/or increasing student learning.” I designed and implemented this survey to view the evaluative information regarding a professional development workshop that I conducted. The survey was given to faculty in order to gain further information regarding the effectiveness of my instruction and the perceived strengths and weaknesses of my professional learning facilitation. The data collected gave me key information regarding my content knowledge, pedagogical skills, and the increase in student learning. For example, the question regarding what went well in the survey, several respondents noted that my answers to questions and ability to facilitate learning was on point. In addition, a couple responses noted that the use of early adopters helped them during the session, and they predicted that they would use them for assistance often, thus illustrating the effectiveness of my pedagogical skills on delivering technology-based professional development. Student learning was clearly increased as all respondents noted that they could meet all of the objectives laid before them with little to no assistance.
While the delivery of the workshop was fundamental in my development, I learned so much from the survey results. Prior to designing the survey, I worked diligently on how to best implement the information and educate staff members on such a new and intricate tool. Knowing that my ability to address content knowledge, pedagogical skills, and student learning was not only reassuring but validating. In previous trainings I hadn’t conducted such a survey, and I understood after reviewing the results how instrumental they are in determining the efficacy of the training, but also seeking out individuals who need more individual time and attention. Survey responses indicated that very few people needed one-on-one support, they also indicated areas for improvement in my delivery, and most interesting was the staff’s hot and cold responses to the tool in which they were learning.
Highly effective teachers are the key to impacting students in the classroom. And, while it would be nice to believe that good teachers are born, they aren’t. We must always be growing and developing. This ties directly to the efficacy of professional development. If we are to effect change in the classroom, we must be delivering effective and meaningful professional development. And, just like great teachers aren’t born, great professional development sessions aren’t either. They take time and dedication, yes. But they also require one to analyze data, feedback, and evaluative information from participants. With the evaluative information provided to me from this survey, I have been able to more successfully present workshops to peers and help spark positive change in the classroom.
Reflection:
This document is a spreadsheet of the results from an evaluation that was performed on me by staff members based on a workshop I facilitated. I developed this evaluation using Socrative to solicit feedback on the efficacy of the workshop I delivered. The survey response includes answers based on a Likert Scale, and respondents had the opportunity to comment as well. I delivered the workshop in the fall of 2014, and the survey was conducted at the end of this workshop delivery. This was created in conjunction with the 7460 ITEC course entitled, “Professional Learning and Technology Innovations” which I finished in the fall of 2014.
Standard 5.3 indicates, “candidates design and implement program evaluations to determine the overall effectiveness of professional learning on deepening teacher content knowledge, improving teacher pedagogical kills and/or increasing student learning.” I designed and implemented this survey to view the evaluative information regarding a professional development workshop that I conducted. The survey was given to faculty in order to gain further information regarding the effectiveness of my instruction and the perceived strengths and weaknesses of my professional learning facilitation. The data collected gave me key information regarding my content knowledge, pedagogical skills, and the increase in student learning. For example, the question regarding what went well in the survey, several respondents noted that my answers to questions and ability to facilitate learning was on point. In addition, a couple responses noted that the use of early adopters helped them during the session, and they predicted that they would use them for assistance often, thus illustrating the effectiveness of my pedagogical skills on delivering technology-based professional development. Student learning was clearly increased as all respondents noted that they could meet all of the objectives laid before them with little to no assistance.
While the delivery of the workshop was fundamental in my development, I learned so much from the survey results. Prior to designing the survey, I worked diligently on how to best implement the information and educate staff members on such a new and intricate tool. Knowing that my ability to address content knowledge, pedagogical skills, and student learning was not only reassuring but validating. In previous trainings I hadn’t conducted such a survey, and I understood after reviewing the results how instrumental they are in determining the efficacy of the training, but also seeking out individuals who need more individual time and attention. Survey responses indicated that very few people needed one-on-one support, they also indicated areas for improvement in my delivery, and most interesting was the staff’s hot and cold responses to the tool in which they were learning.
Highly effective teachers are the key to impacting students in the classroom. And, while it would be nice to believe that good teachers are born, they aren’t. We must always be growing and developing. This ties directly to the efficacy of professional development. If we are to effect change in the classroom, we must be delivering effective and meaningful professional development. And, just like great teachers aren’t born, great professional development sessions aren’t either. They take time and dedication, yes. But they also require one to analyze data, feedback, and evaluative information from participants. With the evaluative information provided to me from this survey, I have been able to more successfully present workshops to peers and help spark positive change in the classroom.