3.6 Selecting and Evaluating Digital Tools & Resources
Candidates collaborate with teachers and administrators to select and evaluate digital tools and resources for accuracy, suitability, and compatibility with the school technology infrastructure. (PSC 3.6/ISTE 3f)
Artifacts: Action Plan #1
During the ITEC 7305: Data Analysis & School Improvement course we worked with an abundance of data. For this standard I chose Part I of the Data Action Plans. The Part I of the Action Plan addressed weaknesses that were presented in the Data Overview. This plan encouraged me to create SMART student learning goals. Along with these goals I had to select and evaluate research-based strategies to meet these SMART goals.
This artifact picks up after the end of the Data Overview. The Data Overview that I created focused on the math achievement growth of our fourth grade students at A. L. Burruss. The SMART goal that I created stated: By May 2017, our fourth grade students will improve their math performance and narrow the achievement gaps between White, African-American, and ELL students as evidenced by: 1) A narrowing of the achievement gap between African-American and White students by 10% points in the percentage of students who are exceeding on the GA Milestones. 2) An increase in the percentage of Economically Disadvantages students meeting or exceeding standards by 8% points on the GA Milestones. 3) An overall of 10% points on students meeting or exceeding standards on the GA Milestones. To accomplish these goals I suggested that we implement the Math Workshop model and also incorporate professional development to help teachers learn how to collaborate and prepare more targeted instruction. The professional development opportunity encouraged our staff to implement data teams on each grade level to modify teaching and student learning. Our data teams would increase collaboration with grade level peers, inspire our teachers to share strategies and resources, increase students accuracy of math concepts while increasing their achievement on the GA Milestones and Measures of Academic Progress (MAP).
While reviewing this artifact I feel that I left off a couple of steps in the first strategy. I do not feel that the actions for the first strategy went far enough. If you are just reading this document it seems like all the teachers have to do is participate in the training and watch with math coaches. It really does not say that they have to implement and evaluate the math workshop mode for suitability and compatibility. When I originally wrote this artifact I felt that it was inferred that it would be implemented, but I believe that I need to be explicit.
At the end of the school year one of the goals was to employ a part time School Improvement Specialist to facilitate these actions and strategies. I have shared this artifact with our SIS, administration, and our system math coaches. Since I focused on this area of data I have been invited to attend the math curriculum writing events for this school year. The impact can be assessed by examining the feedback from our math curriculum writing events and our student achievement growth.
This artifact picks up after the end of the Data Overview. The Data Overview that I created focused on the math achievement growth of our fourth grade students at A. L. Burruss. The SMART goal that I created stated: By May 2017, our fourth grade students will improve their math performance and narrow the achievement gaps between White, African-American, and ELL students as evidenced by: 1) A narrowing of the achievement gap between African-American and White students by 10% points in the percentage of students who are exceeding on the GA Milestones. 2) An increase in the percentage of Economically Disadvantages students meeting or exceeding standards by 8% points on the GA Milestones. 3) An overall of 10% points on students meeting or exceeding standards on the GA Milestones. To accomplish these goals I suggested that we implement the Math Workshop model and also incorporate professional development to help teachers learn how to collaborate and prepare more targeted instruction. The professional development opportunity encouraged our staff to implement data teams on each grade level to modify teaching and student learning. Our data teams would increase collaboration with grade level peers, inspire our teachers to share strategies and resources, increase students accuracy of math concepts while increasing their achievement on the GA Milestones and Measures of Academic Progress (MAP).
While reviewing this artifact I feel that I left off a couple of steps in the first strategy. I do not feel that the actions for the first strategy went far enough. If you are just reading this document it seems like all the teachers have to do is participate in the training and watch with math coaches. It really does not say that they have to implement and evaluate the math workshop mode for suitability and compatibility. When I originally wrote this artifact I felt that it was inferred that it would be implemented, but I believe that I need to be explicit.
At the end of the school year one of the goals was to employ a part time School Improvement Specialist to facilitate these actions and strategies. I have shared this artifact with our SIS, administration, and our system math coaches. Since I focused on this area of data I have been invited to attend the math curriculum writing events for this school year. The impact can be assessed by examining the feedback from our math curriculum writing events and our student achievement growth.