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:
Individual Teacher Technology Assessment
Reflection:
The presented artifact was an example of many needs assessments practices completed throughout the program. This individual teacher technology assessment was a report of the pre-assessments completed to evaluate professional strengths and weaknesses as well as personal dispositions towards technology of a second grade teacher. The teacher volunteered to participate in one-on-one coaching sessions to learn new strategies for effective technology integration in the classroom. Needs assessments was a necessary stage in the process of this teacher’s professional learning.
The assessment of the individual teacher was conducted in a variety of ways. Two online surveys were created to implement questions that targeted the Levels of Teaching Innovation (LoTi), personal dispositions towards technology integration, and the readiness level of the teacher. The multi-angular assessment helped develop an overall picture of the teacher’s attitude towards technology and probe the needs for improvement. After evaluating teacher responses to the online surveys, additional questions were developed to address in a face-to-face interview. During personal conversations, the teacher was able to clarify her responses and answer additional questions to explain specific areas of the assessment. Collaborative evaluation of responses and personal conversations were used to determine the strengths and weaknesses of the teacher’s professional knowledge and skills in regard to instructional technology. Specific learning targets and goals were identified, and a plan for improvement was developed at that time.
The needs assessments results were used to inform the content and delivery of technology-based individual coaching sessions. The learning process included weekly sessions in one school semester. The content and delivery of each coaching session depended strictly on the outcomes of previous sessions. The initial needs assessments results were used to identify a starting point for professional improvement, while ongoing formative assessments in forms of observations, reflections, and personal communications guided the ongoing coaching process. Initially determined goals were revised, and action plans were edited based on the ongoing needs assessments outcomes.
This needs assessments experience impacted the teaching and learning processes in one second grade classroom in the school. Consistent classroom observations showed that the teacher was able to independently implement newly obtained knowledge and skills in instructional technology. Student surveys also showed increase in engagement and motivation. Therefore, this experience impacted learning in the school and needs to be applied to a whole grade level and/or school to impact learning in more classrooms.
Lack of time was one negative aspect of the experience. It would be beneficial to develop and conduct school-wide needs assessments procedures to assess and determine specific needs for professional learning. Expanding the practice to a grade level and/or entire school would be the next step to expand needs assessments practices in the school.
The presented artifact was an example of many needs assessments practices completed throughout the program. This individual teacher technology assessment was a report of the pre-assessments completed to evaluate professional strengths and weaknesses as well as personal dispositions towards technology of a second grade teacher. The teacher volunteered to participate in one-on-one coaching sessions to learn new strategies for effective technology integration in the classroom. Needs assessments was a necessary stage in the process of this teacher’s professional learning.
The assessment of the individual teacher was conducted in a variety of ways. Two online surveys were created to implement questions that targeted the Levels of Teaching Innovation (LoTi), personal dispositions towards technology integration, and the readiness level of the teacher. The multi-angular assessment helped develop an overall picture of the teacher’s attitude towards technology and probe the needs for improvement. After evaluating teacher responses to the online surveys, additional questions were developed to address in a face-to-face interview. During personal conversations, the teacher was able to clarify her responses and answer additional questions to explain specific areas of the assessment. Collaborative evaluation of responses and personal conversations were used to determine the strengths and weaknesses of the teacher’s professional knowledge and skills in regard to instructional technology. Specific learning targets and goals were identified, and a plan for improvement was developed at that time.
The needs assessments results were used to inform the content and delivery of technology-based individual coaching sessions. The learning process included weekly sessions in one school semester. The content and delivery of each coaching session depended strictly on the outcomes of previous sessions. The initial needs assessments results were used to identify a starting point for professional improvement, while ongoing formative assessments in forms of observations, reflections, and personal communications guided the ongoing coaching process. Initially determined goals were revised, and action plans were edited based on the ongoing needs assessments outcomes.
This needs assessments experience impacted the teaching and learning processes in one second grade classroom in the school. Consistent classroom observations showed that the teacher was able to independently implement newly obtained knowledge and skills in instructional technology. Student surveys also showed increase in engagement and motivation. Therefore, this experience impacted learning in the school and needs to be applied to a whole grade level and/or school to impact learning in more classrooms.
Lack of time was one negative aspect of the experience. It would be beneficial to develop and conduct school-wide needs assessments procedures to assess and determine specific needs for professional learning. Expanding the practice to a grade level and/or entire school would be the next step to expand needs assessments practices in the school.