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.
Artifact: Professional Learning Project & Professional Learning Session
Reflection:
The professional learning project was created in ITEC 7460 and was the result of the needs assessment as well as an interview with my assistant principal on our school's professional learning plan. Based on these pieces of information, I completed a Georgia Assessment of Performance on School Standards (GAPSS) rubric to evaluate my school's performance related to professional learning. The needs assessment results, interview with my assistant principal and the GAPSS rubric allowed me to create a professional learning plan for my school to improve student learning and change teacher practice. The plan was a realistic plan that was aligned to my school's student achievement goals. The professional learning plan includes goals, strategies, action steps, persons responsible, timeline, budget, and resources needed. The professional learning session was based on my professional learning plan and was implemented in the fall of 2011.
The professional learning project and professional learning session demonstrates mastery of standard 5.2 in that I developed and implemented a technology-based professional learning session that aligns to state and national professional learning standards. The face-to-face class included an online component that modeled adult learning and promoted best practices in teaching and learning.
In completing this project, I learned a lot about my school's current needs as well as our needs for the coming years. I also learned how to create a professional learning plan and session that was useful to the faculty at my school. Teachers were able to leave the session able to implement what they learned the very next day in class if they wanted. To improve this artifact, I would like to have had another helper during the professional learning session as teachers worked at very different levels. Several teachers needed extra support while others wanted to move on. The session went well, however, I could have helped more people if I had one other person to help individual teachers.
The professional learning plan and session impacted faculty development as several teachers were able to walk out of the session with a functional website created for student and parent use. Teachers that attended the professional learning session were able to lend more support to their students and utilize their website to improve student learning inside as well as outside the classroom. Observing teachers webpages and talking with teachers of the impact on student learning can assess the professional learning session. Teachers can also fill out anonymous surveys to give feedback on the professional learning session.
The professional learning project was created in ITEC 7460 and was the result of the needs assessment as well as an interview with my assistant principal on our school's professional learning plan. Based on these pieces of information, I completed a Georgia Assessment of Performance on School Standards (GAPSS) rubric to evaluate my school's performance related to professional learning. The needs assessment results, interview with my assistant principal and the GAPSS rubric allowed me to create a professional learning plan for my school to improve student learning and change teacher practice. The plan was a realistic plan that was aligned to my school's student achievement goals. The professional learning plan includes goals, strategies, action steps, persons responsible, timeline, budget, and resources needed. The professional learning session was based on my professional learning plan and was implemented in the fall of 2011.
The professional learning project and professional learning session demonstrates mastery of standard 5.2 in that I developed and implemented a technology-based professional learning session that aligns to state and national professional learning standards. The face-to-face class included an online component that modeled adult learning and promoted best practices in teaching and learning.
In completing this project, I learned a lot about my school's current needs as well as our needs for the coming years. I also learned how to create a professional learning plan and session that was useful to the faculty at my school. Teachers were able to leave the session able to implement what they learned the very next day in class if they wanted. To improve this artifact, I would like to have had another helper during the professional learning session as teachers worked at very different levels. Several teachers needed extra support while others wanted to move on. The session went well, however, I could have helped more people if I had one other person to help individual teachers.
The professional learning plan and session impacted faculty development as several teachers were able to walk out of the session with a functional website created for student and parent use. Teachers that attended the professional learning session were able to lend more support to their students and utilize their website to improve student learning inside as well as outside the classroom. Observing teachers webpages and talking with teachers of the impact on student learning can assess the professional learning session. Teachers can also fill out anonymous surveys to give feedback on the professional learning session.