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: TRMS Technology Integration Progress Report (using TIM-O matrix)
Reflection:
As the Instructional Technology Specialist assigned to support Taylor Road Middle School (TRMS), it was important to begin the school year with a needs assessment. The purpose of the needs assessment was to identify school-wide technology integration needs for faculty. Using the Technology Integration Matrix Observation (TIM-O) tool for teachers, I visited every classroom in the building to identify how technology is being integrated. The needs assessment also identified the percentage of teacher who are integrating technology. Information from the needs assessment was used to set school-wide technology integration goals and support teachers with professional learning towards pursuing those goals in various content areas.
Standard 5.3 program evaluation establishes a process of designing and implementing a professional learning plan for teachers to implement at least 1 or more of the 7 principles of Personalized Learning pursued in Fulton County Schools. Taylor Road Middle school has identified 3 personalized learning principles to focus on. Our school’s technology integration needs were aligned with the 3 personalized learning principles selected by our school. Quarterly progress on our school’s technology integration goals were monitored for both personalized learning and technology integration using the Technology Integration Matrix to guide and evaluate progress. There are 5 levels of technology integration (Entry, Adoption, Adaptation, Infusion and Transformation). Each level demonstrates some personalization of student learning with technology integration. As teachers, made progress from one level to another, they became more aware of how to demonstrate content knowledge, and improve teacher pedagogical skills that increase student learning.
What I learned during this process is that the painstaking effort of using data to inform ongoing professional learning is crucial. It is more crucial to take a non-evaluative approach. When teachers recognized that the class visits did not impact their professional evaluation; rather it informed professional learning, they were more receptive to the idea of collaboration for professional learning. I also learned that transparency and communication is crucial when setting professional learning goals. The more I communicated and emphasized key words and goals for the needs assessment, the more my teachers became interested in becoming a part of the process. If I were to do something differently, I would have begun the process with the leaders of professional learning communities (PLCs); their initial buy in would have accelerated the teacher buy-in.
This artifact contributed to school improvement by taking an informed approach to develop professional learning for teacher. It also contributed to student learning by helping teachers promote personalized learning principles such as student voice and choice, authentic learning opportunities, co-planning learning with students, etc. using technology enhanced opportunities. This artifact ay be assessed by evaluating the quarterly progress on the technology integration goals: By the end of the school year; there was an increase in the number of teachers using technology (54%, 44%, 49% and 55%). The teachers also exceeded the 2nd goal - 15% increase at the Infusion level (the level where students have choice of technology) across all 5 descriptors instead of 2 recommended descriptors.
Artifact: TRMS Technology Integration Progress Report (using TIM-O matrix)
Reflection:
As the Instructional Technology Specialist assigned to support Taylor Road Middle School (TRMS), it was important to begin the school year with a needs assessment. The purpose of the needs assessment was to identify school-wide technology integration needs for faculty. Using the Technology Integration Matrix Observation (TIM-O) tool for teachers, I visited every classroom in the building to identify how technology is being integrated. The needs assessment also identified the percentage of teacher who are integrating technology. Information from the needs assessment was used to set school-wide technology integration goals and support teachers with professional learning towards pursuing those goals in various content areas.
Standard 5.3 program evaluation establishes a process of designing and implementing a professional learning plan for teachers to implement at least 1 or more of the 7 principles of Personalized Learning pursued in Fulton County Schools. Taylor Road Middle school has identified 3 personalized learning principles to focus on. Our school’s technology integration needs were aligned with the 3 personalized learning principles selected by our school. Quarterly progress on our school’s technology integration goals were monitored for both personalized learning and technology integration using the Technology Integration Matrix to guide and evaluate progress. There are 5 levels of technology integration (Entry, Adoption, Adaptation, Infusion and Transformation). Each level demonstrates some personalization of student learning with technology integration. As teachers, made progress from one level to another, they became more aware of how to demonstrate content knowledge, and improve teacher pedagogical skills that increase student learning.
What I learned during this process is that the painstaking effort of using data to inform ongoing professional learning is crucial. It is more crucial to take a non-evaluative approach. When teachers recognized that the class visits did not impact their professional evaluation; rather it informed professional learning, they were more receptive to the idea of collaboration for professional learning. I also learned that transparency and communication is crucial when setting professional learning goals. The more I communicated and emphasized key words and goals for the needs assessment, the more my teachers became interested in becoming a part of the process. If I were to do something differently, I would have begun the process with the leaders of professional learning communities (PLCs); their initial buy in would have accelerated the teacher buy-in.
This artifact contributed to school improvement by taking an informed approach to develop professional learning for teacher. It also contributed to student learning by helping teachers promote personalized learning principles such as student voice and choice, authentic learning opportunities, co-planning learning with students, etc. using technology enhanced opportunities. This artifact ay be assessed by evaluating the quarterly progress on the technology integration goals: By the end of the school year; there was an increase in the number of teachers using technology (54%, 44%, 49% and 55%). The teachers also exceeded the 2nd goal - 15% increase at the Infusion level (the level where students have choice of technology) across all 5 descriptors instead of 2 recommended descriptors.