5.1 Needs Assessment
Candidates conduct needs assessments to determine school-wide, faculty, grade-level, and subject area strengths and weaknesses to inform the content and delivery of technology-based professional learning programs. (PSC 5.1/ISTE 4a)
Artifact: Current Reality and GAPPS
Reflection:
I created the Current Reality and GAPSS (CR & GAPPS) review in ITEC 7460, Professional Learning and Technology Innovation. The CR & GAPPS was a paper I wrote about Teasley Middle School's (TMS) vision, needs assessment, professional learnings aligned with TMS' school improvement plan goals, and diversity. I interviewed my Principal and Academic Facilitator and used the collected data to develop the CR & GAPPS review.
The CR & GAPPS demonstrates my ability to conduct a needs assessment to determine school-wide, faculty, grade-level, and subject area strengths and weaknesses. The artifact includes how TMS conducts needs assessments to determine the strengths and weaknesses of the school and faculty. The assignment states that TMS uses data from TKES and professional development surveys. TMS conducts a needs assessment to drive the instruction to determine grade-level and subject area strengths and weaknesses. I modeled how TMS uses data collected in PLCs, diagnostic assessments, and GA Milestone Assessments to determine teachers' and student performance's subject area strengths and weaknesses.
The CR & GAPSS demonstrates my ability to use the needs assessment to inform the content and delivery of the technology-based professional learning program. The artifact includes a section where I rank how TMS uses the needs assessment to inform the content and delivery of professional learning and recommendations to increase performance. The CR & GAPSS artifact also demonstrates how TMS conducts technology-based professional learning by having the teachers attend training once a month on different types of technology-based programs. The training is differentiated for teachers who need more hands-on learning. A teacher can choose to do digital training independently or go to a face-to-face class. I demonstrated how TMS gathers data on the implementation of professional learning topics in classrooms. I made recommendations on how the administration should monitor teachers to ensure better the content of the professional learning is implemented since a needs assessment is what identifies the requirement.
By completing the CR & GAPSS assignment, I learned a few things about Cherokee County. For example, Cherokee County will pay for a teacher to go to a professional learning program that the teacher is interested in going to. The expectation is that the topic is taught to others. I was surprised this included travel and lodging if needed. If I completed a CR & GAPPS again at a school, I would ask about this program and ask specifically, "How do you make sure teachers know about this program?" I spoke to many teachers after completing the CR & GAPPS and only a few teachers, those with twenty or more years, knew about this program.
My preparedness in leadership meetings can measure this artifact's impact. My conversations are better prepared, and I can contribute with a better understanding of TMS needs. My PLC has benefitted. As I began talking directly to needs assessments, my peers started responding with data that outlined the need. I am now a department chair, and the growth I gained from this artifact helped make this possible. The artifact creates better-informed leaders who can impact the school through training a department, grade level, or the school.
I created the Current Reality and GAPSS (CR & GAPPS) review in ITEC 7460, Professional Learning and Technology Innovation. The CR & GAPPS was a paper I wrote about Teasley Middle School's (TMS) vision, needs assessment, professional learnings aligned with TMS' school improvement plan goals, and diversity. I interviewed my Principal and Academic Facilitator and used the collected data to develop the CR & GAPPS review.
The CR & GAPPS demonstrates my ability to conduct a needs assessment to determine school-wide, faculty, grade-level, and subject area strengths and weaknesses. The artifact includes how TMS conducts needs assessments to determine the strengths and weaknesses of the school and faculty. The assignment states that TMS uses data from TKES and professional development surveys. TMS conducts a needs assessment to drive the instruction to determine grade-level and subject area strengths and weaknesses. I modeled how TMS uses data collected in PLCs, diagnostic assessments, and GA Milestone Assessments to determine teachers' and student performance's subject area strengths and weaknesses.
The CR & GAPSS demonstrates my ability to use the needs assessment to inform the content and delivery of the technology-based professional learning program. The artifact includes a section where I rank how TMS uses the needs assessment to inform the content and delivery of professional learning and recommendations to increase performance. The CR & GAPSS artifact also demonstrates how TMS conducts technology-based professional learning by having the teachers attend training once a month on different types of technology-based programs. The training is differentiated for teachers who need more hands-on learning. A teacher can choose to do digital training independently or go to a face-to-face class. I demonstrated how TMS gathers data on the implementation of professional learning topics in classrooms. I made recommendations on how the administration should monitor teachers to ensure better the content of the professional learning is implemented since a needs assessment is what identifies the requirement.
By completing the CR & GAPSS assignment, I learned a few things about Cherokee County. For example, Cherokee County will pay for a teacher to go to a professional learning program that the teacher is interested in going to. The expectation is that the topic is taught to others. I was surprised this included travel and lodging if needed. If I completed a CR & GAPPS again at a school, I would ask about this program and ask specifically, "How do you make sure teachers know about this program?" I spoke to many teachers after completing the CR & GAPPS and only a few teachers, those with twenty or more years, knew about this program.
My preparedness in leadership meetings can measure this artifact's impact. My conversations are better prepared, and I can contribute with a better understanding of TMS needs. My PLC has benefitted. As I began talking directly to needs assessments, my peers started responding with data that outlined the need. I am now a department chair, and the growth I gained from this artifact helped make this possible. The artifact creates better-informed leaders who can impact the school through training a department, grade level, or the school.