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.

Elements:
  • 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.
Elements & Assignments:
  • FRIT 7237- Evaluation Plan: 5.3​
  • FRIT 7339- Face-to-Face Staff Development: 5.1, 5.2

Artifacts

FRIT 7237- Evaluation Plan for Braxton County

Element: 5.3
Reflection:
As a group assignment, I participated in the evaluation of a program that had been implemented in the fictional Braxton County (5.3).  We were tasked with answering several pertinent questions and providing adequate support for or against whether those questions had been addressed throughout the project. Each of the evaluation questions aligned to an objective and required an indicator to show the objective had been met and that the question had been answered. We analyzed the planned schedule, the relevance of the data sources, as well as the program participants. Altogether, the Evaluation Plan modeled element 5.3, through my hands-on experience evaluating the effectiveness of the professional learning plan and how it affected the teachers and would potentially affect their students.

FRIT 7339 - Face-to-Face Staff Development:

Elements: 5.1 & 5.2
Reflection:
Similar to the joy I feel when creating and aligning goals, activities, and assessments to standards, doing a needs assessment just feels right. I like solving the puzzle of what is missing from where learners are and where they are expected to be. In the face-to-face staff development, I reviewed data from multiple sources: online courses, registrations in the Bright from the Start System, conversations with stakeholders, and past experiences(5.1). This further informed me that there is a wide gap for pre-k teachers when it comes to support and understanding for what they are required to complete for their professional development.  As a result, I designed a training that was relevant to the gaps identified in the needs assessment and used technology in both digital and face-to-face methods to produce effective learning opportunities(5.2).