Candidates demonstrate the knowledge, skills, and dispositions to conduct needs assessments, develop technology-based professional learning programs, and design and implement regular and rigorous program evaluations to assess effectiveness and impact on student learning.
- Element 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.
- Element 5.2 Professional Learning - Candidates develop and implement technology-based professional learning that aligns to state and national professional learning standards, integrates technology to support face-to- face and online components, models principles of adult learning, and promotes best practices in teaching, learning, and assessment.
- Element 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.
FRIT 7237- Evaluation Plan
Reflection:
In FRIT 7237, I worked with three other students to create an evaluation plan. Our evaluation plan was designed for math teachers to provide professional development for the New State Standards for Mathematics and Problem-Based Learning. Throughout this plan, we created objectives, procedures, timelines, and schedules for the administrative team to go by for the professional learning. I am very thankful for the group of students I worked with on this assignment. My group mates were very vocal and encouraged each other throughout this assignment. A lot of details went into this assignment that I was not aware that needed to be in an evaluation plan. Overall our group did an excellent job on this assignment. Element 5.3 program evaluation was demonstrated in this assignment. The artifacts demonstrate a written program evaluation plan for a potential professional development experience.
In FRIT 7237, I worked with three other students to create an evaluation plan. Our evaluation plan was designed for math teachers to provide professional development for the New State Standards for Mathematics and Problem-Based Learning. Throughout this plan, we created objectives, procedures, timelines, and schedules for the administrative team to go by for the professional learning. I am very thankful for the group of students I worked with on this assignment. My group mates were very vocal and encouraged each other throughout this assignment. A lot of details went into this assignment that I was not aware that needed to be in an evaluation plan. Overall our group did an excellent job on this assignment. Element 5.3 program evaluation was demonstrated in this assignment. The artifacts demonstrate a written program evaluation plan for a potential professional development experience.
FRIT 7739- Technology Program Administrator
Reflection:
The Technology Program Administrator was completed in FRIT 7739 practicum class. For the technology program administrator assignment, I observed in the media center for two days, and then I interviewed the media specialist, instructional specialist, teachers and administrators. The purpose for the interviews and the observations was to make sure I have and clear understanding of all the activities that happen daily in the media center. I learned a lot just by observing the job of a media specialist. I have learned that you can not take a media specialist job for granted. They have lots of responsibilities that most people never realize that they do. Being a media specialist is more than check in and out books for students. What I learned from my observations and interviews are all documented in my executive summary report of my technology program administrator. For this assignment Element, 5.3 is most demonstrated. I designed a program evaluation based on Dougherty High School Media Center that provides professional learning, content knowledge and skills for both students and teachers.
The Technology Program Administrator was completed in FRIT 7739 practicum class. For the technology program administrator assignment, I observed in the media center for two days, and then I interviewed the media specialist, instructional specialist, teachers and administrators. The purpose for the interviews and the observations was to make sure I have and clear understanding of all the activities that happen daily in the media center. I learned a lot just by observing the job of a media specialist. I have learned that you can not take a media specialist job for granted. They have lots of responsibilities that most people never realize that they do. Being a media specialist is more than check in and out books for students. What I learned from my observations and interviews are all documented in my executive summary report of my technology program administrator. For this assignment Element, 5.3 is most demonstrated. I designed a program evaluation based on Dougherty High School Media Center that provides professional learning, content knowledge and skills for both students and teachers.
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Brag Sheet for Dougherty Comprehensive High School Media Center
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FRIT 7739- Face to Face Instructional Design Unit
Reflection:
The Face to Face Staff Development was created during FRIT 7739 Practicum. For my delivery, I used Google Slides that incorporated links for Nearpod and Kahoot. I begin my game with an interactive game on Kahoot. I selected logos as the game because of the variety of different professionals I had in my session. At the beginning of the game, I could tell that some had never used Kahoot before and it was very challenging for them to understand the concept. After a few questions, they become actively engaged in their experience of playing Kahoot.
After playing the Kahoot game, I took my participants through a tour of Kahoot. I went over all the different tools and features that Kahoot has to offer. I also showed them how to add a Kahoot to their platform and how to create their own Kahoot. I also emphasized to the participants that all the games are free and already established for teachers to use in their classroom. I also went over on how fun and engaging Kahoot could be as an assessment.
The next activity my participants participated in was a Nearpod lesson. The first two question were general questions about Nearpod and Kahoot. After they responded, we entered into a real Nearpod lesson that I would give my students. Everyone actively participated by answering questions and completing the tasks on the lesson. The participants did fill in the blank, short answers, multiple choice questions, and a drawing activity. Even for teacher, they really enjoyed themselves and were impressed with the different components that Nearpod has to offer.
The last task we completed was a participation survey. Each participant completed the survey. Based off the results, my face to face staff development was ranked very effective. Teachers also explained that they would use the both apps in their classrooms. I really enjoyed being included in the staff development at Dougherty High School.
Overall, I feel like I did an okay job for my first time. I really believe my development could have gone smoother, but I was extremely nervous. Each participant received something effective out of the staff development. I am glad I chose to use Google Slides to help direct my instruction. I put everything in order based on how I was going to present the content. I also linked my titles to go directly to the pages that we were introducing for the session. Next time, I would like to try using QR codes for participants to scan instead of tying the URL for the websites.
The Face to Face Staff Development was created during FRIT 7739 Practicum. For my delivery, I used Google Slides that incorporated links for Nearpod and Kahoot. I begin my game with an interactive game on Kahoot. I selected logos as the game because of the variety of different professionals I had in my session. At the beginning of the game, I could tell that some had never used Kahoot before and it was very challenging for them to understand the concept. After a few questions, they become actively engaged in their experience of playing Kahoot.
After playing the Kahoot game, I took my participants through a tour of Kahoot. I went over all the different tools and features that Kahoot has to offer. I also showed them how to add a Kahoot to their platform and how to create their own Kahoot. I also emphasized to the participants that all the games are free and already established for teachers to use in their classroom. I also went over on how fun and engaging Kahoot could be as an assessment.
The next activity my participants participated in was a Nearpod lesson. The first two question were general questions about Nearpod and Kahoot. After they responded, we entered into a real Nearpod lesson that I would give my students. Everyone actively participated by answering questions and completing the tasks on the lesson. The participants did fill in the blank, short answers, multiple choice questions, and a drawing activity. Even for teacher, they really enjoyed themselves and were impressed with the different components that Nearpod has to offer.
The last task we completed was a participation survey. Each participant completed the survey. Based off the results, my face to face staff development was ranked very effective. Teachers also explained that they would use the both apps in their classrooms. I really enjoyed being included in the staff development at Dougherty High School.
Overall, I feel like I did an okay job for my first time. I really believe my development could have gone smoother, but I was extremely nervous. Each participant received something effective out of the staff development. I am glad I chose to use Google Slides to help direct my instruction. I put everything in order based on how I was going to present the content. I also linked my titles to go directly to the pages that we were introducing for the session. Next time, I would like to try using QR codes for participants to scan instead of tying the URL for the websites.