Lisa Mozer - ePortfolio
  • Introduction
  • Resume
  • Capstone
  • Blog
  • Video Reflection
  • Vision
  • Diversity
  • Standards
    • 1 Visionary Leadership >
      • 1.1 Shared Vision
      • 1.2 Strategic Planning
      • 1.3 Policies, Procedures, Programs and Funding
      • 1.4 Diffusion of Innovations and Change
    • 2 Teaching, Learning, & Assessment >
      • 2.1 Content Standards & Student Technology Standards
      • 2.2 Research-Based Learner-Centered Strategies
      • 2.3 Authentic Learning
      • 2.4 Higher Order Thinking Skills
      • 2.5 Differentiation
      • 2.6 Instructional Design
      • 2.7 Assessment
      • 2.8 Data Analysis
    • 3 Digital Learning Environments >
      • 3.1 Classroom Management & Collaborative Learning
      • 3.2 Managing Digital Tools and Resources
      • 3.3 Online & Blended Learning
      • 3.4 Adaptive and Assistive Technology
      • 3.5 Basic Troubleshooting
      • 3.6 Selecting and Evaluating Digital Tools & Resources
      • 3.7 Communication & Collaboration
    • 4 Digital Citizenship & Responsibility >
      • 4.1 Digital Equity
      • 4.2 Safe, Healthy, Legal & Ethical Use
      • 4.3 Diversity, Cultural Understanding & Global Awareness
    • 5 Professional Learning & Program Evaluation >
      • 5.1 Needs Assessment
      • 5.2 Professional Learning
      • 5.3 Program Evaluation
    • 6 Candidate Professional Growth & Development >
      • 6.1 Continuous Learning
      • 6.2 Reflection
      • 6.3 Field Experiences
  • Field Experiences
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: Georgia Assessment of Performance on School Standards (GAPPS)

Reflection:
As required for ITEC 7460, I submitted my version of the assignment the fall of 2014. I fore filled the requirements for this assignment  and its standards by
conducting a building level needs assessments to determine school-wide strengths and weaknesses. This effort informed me on model practices, program instruction, and  technology-based professional learning programs.

My completion of this artifact demonstrated my skill to conduct a needs assessments at the building level. Using my several methods to collect data, such as  interviews and observations, I evaluated our situation and interpreted the results to make my report. The results support my follow up proposed and implemented professional development. I provided coaching sessions and facilitated professional development. in which I addressed content instruction and technology practices to better meet learning objectives.

Implementing the assessment investigation required me to collaborate with the faculty and staff beyond my content department. This process was beneficial for me and the school: identification on the various skill levels and available technology resources was communicated beyond small peer groups and these broader discussions  regarding change and the need for change gave way to more professional development and thus a welcoming to my coaching sessions and PL programs.

In the future, I will support efforts to regularly assess technology needs at the start of each semester. Scheduling the assessment twice per school year will  further support and maintain our school improvement culture in the classroom.  This project had a positive influenced on student performance according to participant feedback collected from PL participants..
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