5.

3 Program Evaluation
Candidates design and implement program evaluations to determine the overall effectiveness of
professional learning on deepening teacher content knowledge, improving teaching pedagogical
skills and/or increasing student learning. (PSC 5.3/ISTE 5c)

ARTIFACT: Current Reality/GSAPS

The Current Reality/GSAPS artifact was developed in the ITEC 7460 Professional Learning and
Technology Innovation course in spring 2018. The details of this artifact addressed the current
realities of Liberty Point Elementary regarding their vision, needs, professional learning, funding
and incentives, diversity, collaboration, and evaluation. After each component was explained in
detail, each professional learning standard was assessed based on specified evidence. Through
these assessments, recommendations were made for each professional learning standards. Many
members of LPES’ administrative and instructional teams were consulted for various
components of this artifact, but the final product was completed independently.

Developing the Current Reality/GSAPS artifact demonstrated the ability to design and
implement evaluative program assessments involving multiple data points and evidence. The
results of the collected data informed the professional learning recommendations which sought to
support teacher content knowledge, pedagogical skills, and potentially improve student
learning. Based on the results of the assessment Liberty Point was rated as being exemplary or
operational in each of the professional learning and KSU ITEC standards they were assessed on.
These results indicated that LPES provided meaningful and sound professional learning
opportunities that involved all stakeholders under the guise of student achievement.

Completing this artifact continued to reinforce my belief that collaboration is essential in

operating a productive and innovative school environment. Just as teachers are expected to
support students with rigorous and sound pedagogy, they must be supported behind the scenes to
ensure they receive appropriate and meaningful trainings. Providing professional learning just
for the sake of having it can be damaging to all parties involved, so careful consideration and
inclusion must take place in its development. Although I spoke with stakeholders on the
administrative level throughout the development of this artifact, it would have been meaningful
to share this out with the teachers of Liberty Point to receive their perspective, as well.

As an instructional technology coach in multiple schools, assessing the direct impact of this
artifact would be challenging. In a ideal setting, I would disburse the Current Reality/GSAPS and
assessment in a PLC setting for teachers and administrators to dissect various components. Given
this opportunity and alignment, perhaps the impact between faculty, administration, and students
would be observable.