Standard 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:
Reflection:
ITEC 7460
Needs Assessment/Individual Teacher Technology Assessment
The Individual Teacher's Technology Assessment field experience was completed to determine school-wide areas of strengths and weaknesses to help teachers with the content and delivery of technology-based professional learning. This needs assessment was achieved by using to technology I created with my PLC group. The goal of both surveys was to evaluate the teacher's comfort level to implement technology in the classroom and her beliefs concerning adopting new technology initiatives.
Through the development of this Individual Teacher Technology Assessment, I had the opportunity to collaborate with a veteran teacher and coach the teacher to assist with implementing technology resources into the classroom. To begin this field experience, I asked the experienced teacher to complete two technology questionnaires I finished with my PLC group. The two technology questionnaires were a Middle School Adopter Level Survey and a Middle School LoTi Survey. The goal of both surveys was to evaluate the teacher level of comfort to implement technology in the classroom and beliefs concerning adopting new technology initiatives. The two surveys were used to decide on what technology resources will work best for her students, knowing the student's grade levels, class, and learning ability levels. I also set attainable goals with the veteran teacher before the coaching process began. To complete this artifact, I had three coaching sessions with the teacher to assist with implementing digital tools and resources for teaching and learning.
The process of this artifact helped me to understand what it truly takes to conduct a needs assessment 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. I learned some valuable strategies when coaching and assisting other teachers. First, I learned to assess a teachers' knowledge of using technology in the classroom and understand his or her comfort level by using technology resources and tools in the classroom.
Next, I learned to communicate with the teacher and gain an understanding of what type of coaching will be beneficial to their practices. In my case, the teacher believed that peer-coaching would be most efficient to her because I could offer her one-on-one training as I am providing, explaining, and demonstrating to her how to use various resources. I believe that peer-coaching allows the colleagues to collaborate and deliver meaning feedback while discussing the strategies to help assist teachers in reaching their learning needs and goals for the students' success. Most importantly, I learned to set attainable goals with the teacher and collaboratively work together to meet those goals to improve teaching and learning for students' academic success.
The work that went into completing this field experience had a substantial impact on teacher development and student learning. The veteran teacher was willing to learn and implement technology resources and tools into the classroom for teaching and learning. The teacher wanted me to continue to work with her once this experience was over, which helped me continue to improve my coaching skills.
ITEC 7460
Needs Assessment/Individual Teacher Technology Assessment
The Individual Teacher's Technology Assessment field experience was completed to determine school-wide areas of strengths and weaknesses to help teachers with the content and delivery of technology-based professional learning. This needs assessment was achieved by using to technology I created with my PLC group. The goal of both surveys was to evaluate the teacher's comfort level to implement technology in the classroom and her beliefs concerning adopting new technology initiatives.
Through the development of this Individual Teacher Technology Assessment, I had the opportunity to collaborate with a veteran teacher and coach the teacher to assist with implementing technology resources into the classroom. To begin this field experience, I asked the experienced teacher to complete two technology questionnaires I finished with my PLC group. The two technology questionnaires were a Middle School Adopter Level Survey and a Middle School LoTi Survey. The goal of both surveys was to evaluate the teacher level of comfort to implement technology in the classroom and beliefs concerning adopting new technology initiatives. The two surveys were used to decide on what technology resources will work best for her students, knowing the student's grade levels, class, and learning ability levels. I also set attainable goals with the veteran teacher before the coaching process began. To complete this artifact, I had three coaching sessions with the teacher to assist with implementing digital tools and resources for teaching and learning.
The process of this artifact helped me to understand what it truly takes to conduct a needs assessment 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. I learned some valuable strategies when coaching and assisting other teachers. First, I learned to assess a teachers' knowledge of using technology in the classroom and understand his or her comfort level by using technology resources and tools in the classroom.
Next, I learned to communicate with the teacher and gain an understanding of what type of coaching will be beneficial to their practices. In my case, the teacher believed that peer-coaching would be most efficient to her because I could offer her one-on-one training as I am providing, explaining, and demonstrating to her how to use various resources. I believe that peer-coaching allows the colleagues to collaborate and deliver meaning feedback while discussing the strategies to help assist teachers in reaching their learning needs and goals for the students' success. Most importantly, I learned to set attainable goals with the teacher and collaboratively work together to meet those goals to improve teaching and learning for students' academic success.
The work that went into completing this field experience had a substantial impact on teacher development and student learning. The veteran teacher was willing to learn and implement technology resources and tools into the classroom for teaching and learning. The teacher wanted me to continue to work with her once this experience was over, which helped me continue to improve my coaching skills.