Standard 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 Part A - Current Reality
Artifact - GAPSS Review Part B
Reflection
The Georgia Assessment of Performance on School Standards (GAPSS) Analysis is an onsite assessment of a school’s progress toward meeting the School Keys. My completion of these two assessment documents is testament to my ability to design and implement a program evaluation of professional learning. I developed these documents by carefully reviewing and analyzing Centennial’s Title I School Wide Improvement Plan and the Continuous School Improvement Plan and conducting interviews of school staff. My school principal confirmed that our school has not had a formal GAPSS analysis conducted.
The GAPSS analysis I completed indicates that the school’s professional learning plans are developed by collaborating stakeholders including teachers and community experts. Professional learning consists of a variety of opportunities offering both content and pedagogy provided by outside contractors both off- and on-site, current staff members including myself, sending teachers to visit other sites, online learning and conferences. These varied professional learning experiences deepen teacher content knowledge and improve pedagogical skills. Providing teachers with a range of professional learning, in different formats, and appropriate for each individual’s professional needs is consistent with professional learning research. The ongoing professional learning opportunities contributed to increased student learning as teachers returned energized about practicing new strategies and using new tools.
In completing these two documents I have gained a deeper understanding of school- wide professional learning plans as well as strategies for implementation. Although many schools may have a plan for improving student learning through professional development, it is only through thoughtful, in-depth analysis that the effect can be measured. I noted that although our school improvement plan listed a number of focused professional learning opportunities, not all of these were completed as planned, whether as a result of scheduling or because fewer staff members ultimately participated. At the same time, several of these were planned off-site with contracted professional facilitators and were superior to many events planned by our district professional learning staff. Our administrator is supportive of all professional learning opportunities that teachers express an interest in, and allows flexible use of time and substitute teachers to support faculty participation.
The work that went into creating these two documents represents thoughtful analysis of faculty development and can be shared with administrators to contribute to school improvement in the coming year. The impact of these documents can be assessed to the extent that they provide a foundation for professional learning that supports the school’s conversion to a charter school in 2014-15. Going forward with existing plans supports the consistency and determination that contributes to our school’s continued academic excellence.
The Georgia Assessment of Performance on School Standards (GAPSS) Analysis is an onsite assessment of a school’s progress toward meeting the School Keys. My completion of these two assessment documents is testament to my ability to design and implement a program evaluation of professional learning. I developed these documents by carefully reviewing and analyzing Centennial’s Title I School Wide Improvement Plan and the Continuous School Improvement Plan and conducting interviews of school staff. My school principal confirmed that our school has not had a formal GAPSS analysis conducted.
The GAPSS analysis I completed indicates that the school’s professional learning plans are developed by collaborating stakeholders including teachers and community experts. Professional learning consists of a variety of opportunities offering both content and pedagogy provided by outside contractors both off- and on-site, current staff members including myself, sending teachers to visit other sites, online learning and conferences. These varied professional learning experiences deepen teacher content knowledge and improve pedagogical skills. Providing teachers with a range of professional learning, in different formats, and appropriate for each individual’s professional needs is consistent with professional learning research. The ongoing professional learning opportunities contributed to increased student learning as teachers returned energized about practicing new strategies and using new tools.
In completing these two documents I have gained a deeper understanding of school- wide professional learning plans as well as strategies for implementation. Although many schools may have a plan for improving student learning through professional development, it is only through thoughtful, in-depth analysis that the effect can be measured. I noted that although our school improvement plan listed a number of focused professional learning opportunities, not all of these were completed as planned, whether as a result of scheduling or because fewer staff members ultimately participated. At the same time, several of these were planned off-site with contracted professional facilitators and were superior to many events planned by our district professional learning staff. Our administrator is supportive of all professional learning opportunities that teachers express an interest in, and allows flexible use of time and substitute teachers to support faculty participation.
The work that went into creating these two documents represents thoughtful analysis of faculty development and can be shared with administrators to contribute to school improvement in the coming year. The impact of these documents can be assessed to the extent that they provide a foundation for professional learning that supports the school’s conversion to a charter school in 2014-15. Going forward with existing plans supports the consistency and determination that contributes to our school’s continued academic excellence.