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Laila Taylor

ITEC Portfolio Artifact Reflection

Standard 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.
1. Briefly describe the artifact and the context in which it was created. What was/were
your individual contribution(s)?
The GAPSS Review and Current Reality artifact meets Standard 5.3. This artifact was
completed in ITEC 7460, and the review was completed on Hahira Middle School over
the Professional learning and if technology is used to improve or meet our goals. I met
with the Principal to gain a deeper understanding of the decisions made for our school
regarding Professional Learning. The review is based on data gathered from our school
Improvement plan and an interview with the Principal and Academic Coach.

2. Explain how this artifact demonstrates mastery of the standard/element under which it
is placed.
Part A of the GAPSS review addresses, in Narrative form, the state of Hahira Middle
School and the current reality of professional learning based on the SIP and interview
with the Principle. This artifact systematically reviewed all of the Professional learning
standards as well as reflecting on the current reality of each standard and evidence to
support that. For 1.1 Learning Teams I rated my school as Operational and the evidence
that I provided was that, Academic teachers meet every Wednesday according
to grade level and subject area. On Tuesday all grade level academic
teachers meet for professional development. During the Wednesday
meetings lesson plans for the next week and unit assessments are
created. The recommendation was that, Connections teachers and other
grade levels meet together to help with vertical alignment at least once a
nine weeks. Completing the Review I was able to review the Learning
Communities, Instructional Leadership development, School Culture for
Team Learning and Continuous Improvement, Job- Embedded Learning
and Collaboration, Resources support job-embedded professional learning,
collaborative analysis of data, evaluating impact of professional learning,

Laila Taylor

ITEC Portfolio Artifact Reflection

interpreting and using research results, long-term, in-depth professional


learning, alignment of professional learning with expected outcomes,
building capacity to use research results, knowledge about effective group
processes, classroom practices reflect an emotionally and physically safe
learning environments, deep understanding of subject matter and
instructional strategies, sustained development of deep understanding of
content and strategies, and partnerships to support student learning.
With all of these I labeled them as addressed, emergent, operational, or
fully operational.

3. What did you learn from completing this artifact? What would you do differently to
improve the quality of the artifact or the process involved in creating the artifact?
Overall, based what I have learned from completing this artifact is that my school is
beginning to get on the right track as far as professional learning is concerned. Our
school has always had excellent student test results and data. However, we have not been
required to meet for professional learning on a regular basis and when we did meet it was
met with hostility and an us against them approach. I believe that this was because of
the way it was presented to teachers. If Coaches respect the teachers and do not use a top
down approach teachers will be more receptive and engaged in the process (Knight
2007). If I completed the GAPSS analysis again I would want to incorporate more
teachers in the process. My school has a data drivers committee which would be a great
place to start.

4. How did the work that went into creating the artifact impact school improvement,
faculty development, or student learning? How can the impact be assessed?
When teachers can help decide what the needs are and help create ways that this will be
showcased when evaluated, they tend to take ownership in the process. I have seen this
first hand with the committees and collaborative learning that we have just recently began

Laila Taylor

ITEC Portfolio Artifact Reflection

in my school. Teachers are now looking at data such as CCRPI and providing
information to fellow teachers about areas that we can focus on as teachers. I have never
even been able to tell you what the acronym for CCRPI was but since several fellow
respected teachers are looking into it and providing data days for us all of a sudden the
information holds some weight and becomes meaningful.