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:
Coaching Journal
Individual Teacher Technology Assessment
Individual Teacher Adopter Survey
Individual Teacher Levels of Technology Integration Survey
Coaching Journal
Individual Teacher Technology Assessment
Individual Teacher Adopter Survey
Individual Teacher Levels of Technology Integration Survey
Reflection:
The artifact I selected to show I have met Standard 5.1 was the Individual Teacher Technology Assessment assignment, Individual Teacher Surveys and Coaching Journal. These assignments required selecting a teacher to assess regarding both her level of technology integration (LoTi Level) and level of adaption of technology.
The Individual Teacher Technology Adopter Survey and the Levels of Technology Integration Survey were created as collaborative efforts by the middle school level Professional Learning Community (PLC) in ITEC 7430: Professional Learning & Technology Innovation. I then administered these surveys to a individual teacher at my school in part of the process to develop a coaching plan. I further explained the results of these surveys in the Individual Teacher Technology Assessment document. The Coaching Journal is a reflection of the coaching experience with this teacher.
Through both of these experiences, I learned the importance of assessing a situation and have an understanding of others viewpoints and needs when making decision in making, procedures and planning. Asking for feedback allows any situation to be a positive experience for others to believe their needs and concern matter. Additionally using these assessment tools allows others to view themselves subjectively. It is through self assessment, we learn our own strengths and weakness and the assessments can continue develop in technology integration. While this assignment was focusing on an individual, these surveys would be helpful to conduct this assessment with faculty school-wide. The outcome would provide a guideline for form the future content of technology-based professional learning programs.
The artifact demonstrates the ability to effectively assess a teacher’s strengths and weaknesses and apply the knowledge gained to successfully coach him in the content and delivery of technology-based instruction. This assignment required selecting a teacher to assess regarding both her level of technology integration (LoTi Level) and level of adaption of technology. My contributions to this artifact included the following: creating and administering the two surveys; analyzing the results to assess the teacher’s needs; meeting with the teacher on multiple occasions; modeling the use of the technology with students; and observing her using it and giving feedback. Based on the teacher’s needs assessment, I determined that she desired assistance in planning and managing technology-based experiences.
She is a strong classroom teacher, but she does not have time to learn the skill of technology integration while conducting her regular responsibilities. This teacher was excited to further develop her use of technology in the classroom. After taking the surveys, the teacher and I meet and discussed her strength and weakness and develop a schedule for collaboration. We worked together to designed and implemented several technology integration lessons. After our coaching experience, this teacher has become a champion in the use of technology in the classroom and works to support her peers in technology integration.
The work that went into completing this artifact impacted faculty development. Even though it was only one teacher completed the assessments, the activity could be replicated to reach larger numbers of faculty members. It was possible to assess the impact of this activity through the reflections in my coaching journal observing the assessed teacher share her excitement for technology with her students and with other teachers. It is through this excitement and new confidence in the use of technology through her understanding through the assessment and the coaching directional impacts student learning.
The artifact I selected to show I have met Standard 5.1 was the Individual Teacher Technology Assessment assignment, Individual Teacher Surveys and Coaching Journal. These assignments required selecting a teacher to assess regarding both her level of technology integration (LoTi Level) and level of adaption of technology.
The Individual Teacher Technology Adopter Survey and the Levels of Technology Integration Survey were created as collaborative efforts by the middle school level Professional Learning Community (PLC) in ITEC 7430: Professional Learning & Technology Innovation. I then administered these surveys to a individual teacher at my school in part of the process to develop a coaching plan. I further explained the results of these surveys in the Individual Teacher Technology Assessment document. The Coaching Journal is a reflection of the coaching experience with this teacher.
Through both of these experiences, I learned the importance of assessing a situation and have an understanding of others viewpoints and needs when making decision in making, procedures and planning. Asking for feedback allows any situation to be a positive experience for others to believe their needs and concern matter. Additionally using these assessment tools allows others to view themselves subjectively. It is through self assessment, we learn our own strengths and weakness and the assessments can continue develop in technology integration. While this assignment was focusing on an individual, these surveys would be helpful to conduct this assessment with faculty school-wide. The outcome would provide a guideline for form the future content of technology-based professional learning programs.
The artifact demonstrates the ability to effectively assess a teacher’s strengths and weaknesses and apply the knowledge gained to successfully coach him in the content and delivery of technology-based instruction. This assignment required selecting a teacher to assess regarding both her level of technology integration (LoTi Level) and level of adaption of technology. My contributions to this artifact included the following: creating and administering the two surveys; analyzing the results to assess the teacher’s needs; meeting with the teacher on multiple occasions; modeling the use of the technology with students; and observing her using it and giving feedback. Based on the teacher’s needs assessment, I determined that she desired assistance in planning and managing technology-based experiences.
She is a strong classroom teacher, but she does not have time to learn the skill of technology integration while conducting her regular responsibilities. This teacher was excited to further develop her use of technology in the classroom. After taking the surveys, the teacher and I meet and discussed her strength and weakness and develop a schedule for collaboration. We worked together to designed and implemented several technology integration lessons. After our coaching experience, this teacher has become a champion in the use of technology in the classroom and works to support her peers in technology integration.
The work that went into completing this artifact impacted faculty development. Even though it was only one teacher completed the assessments, the activity could be replicated to reach larger numbers of faculty members. It was possible to assess the impact of this activity through the reflections in my coaching journal observing the assessed teacher share her excitement for technology with her students and with other teachers. It is through this excitement and new confidence in the use of technology through her understanding through the assessment and the coaching directional impacts student learning.
