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: Needs Assessment/Individual Teacher Technology Assessment - ITEC 7460
Reflection:
The artifact that best represents standard 5.1 is a needs assessment and individual teacher technology assessment that was designed and implemented for ITEC 7460. A LoTi Questionnaire which consisted of nine multiple choice questions and two short answer questions was created and implemented to gather information about a new teacher at Sunset Elementary school. The multiple choice questions were presented to be answered as how often the teacher completed the given task or used the specific tool. The choices were never, once a year, once a month, once a week, once a day, or multiple times a day. An Adopter Level Survey, which consisted of seven multiple choice questions and one short answer, was also created and implemented to evaluate how often the teacher used technology tools for specific tasks, how she felt about using these tools, and how she used technology in both the classroom and her personal life
The needs assessment and individual teacher technology assessment demonstrates mastery of standard 5.1. The LoTi questionnaire and Adopter Level Survey were used to collect information to determine the strengths and weaknesses of the learner and identify the teacher’s technology training needs. A brief explanation was provided for each of the training needs. Once the needs were identified, planned approaches were documented along with concerns to keep in mind and the rationale. Finally, a coaching schedule was included in the teacher technology assessment to document dates and activities that would take place during the professional learning.
Completing this artifact was a real learning experience. I created a LoTi questionnaire and Adopter Level Survey for the first time and administered them to gather information that would help guide me in planning and implementing technology-based professional learning. Both of these assessments helped me to identify the strengths and weaknesses of the teacher to plan how to best meet her needs. If I were to complete this assignment again, I would assess a larger population – possibly a team of teachers or the entire staff.
The needs assessment and teacher technology assessment both serve as helpful tools for implementing effective professional development. Assessments such as the LoTi questionnaire and Adopter Level Survey help to identify the strengths and weaknesses to plan meaningful professional learning opportunities. The impact of these assessments on professional learning could be evaluated through teacher surveys, observations, or through dialogue with classroom teachers and school administrators.
Reflection:
The artifact that best represents standard 5.1 is a needs assessment and individual teacher technology assessment that was designed and implemented for ITEC 7460. A LoTi Questionnaire which consisted of nine multiple choice questions and two short answer questions was created and implemented to gather information about a new teacher at Sunset Elementary school. The multiple choice questions were presented to be answered as how often the teacher completed the given task or used the specific tool. The choices were never, once a year, once a month, once a week, once a day, or multiple times a day. An Adopter Level Survey, which consisted of seven multiple choice questions and one short answer, was also created and implemented to evaluate how often the teacher used technology tools for specific tasks, how she felt about using these tools, and how she used technology in both the classroom and her personal life
The needs assessment and individual teacher technology assessment demonstrates mastery of standard 5.1. The LoTi questionnaire and Adopter Level Survey were used to collect information to determine the strengths and weaknesses of the learner and identify the teacher’s technology training needs. A brief explanation was provided for each of the training needs. Once the needs were identified, planned approaches were documented along with concerns to keep in mind and the rationale. Finally, a coaching schedule was included in the teacher technology assessment to document dates and activities that would take place during the professional learning.
Completing this artifact was a real learning experience. I created a LoTi questionnaire and Adopter Level Survey for the first time and administered them to gather information that would help guide me in planning and implementing technology-based professional learning. Both of these assessments helped me to identify the strengths and weaknesses of the teacher to plan how to best meet her needs. If I were to complete this assignment again, I would assess a larger population – possibly a team of teachers or the entire staff.
The needs assessment and teacher technology assessment both serve as helpful tools for implementing effective professional development. Assessments such as the LoTi questionnaire and Adopter Level Survey help to identify the strengths and weaknesses to plan meaningful professional learning opportunities. The impact of these assessments on professional learning could be evaluated through teacher surveys, observations, or through dialogue with classroom teachers and school administrators.